SUMMER READING

Saint Thomas More
Summer Reading List
(at a glance)

Select and read 2 books from the appropriate list below. Complete a writing assignment for each book you read, and turn in the typed responses on the first day of school in August. See subsequent pages for specific details.

Freshmen:
·    Alice’s Adventures in Wonderland by Lewis Carroll
·    Lord of the Flies by William Golding
·    The Hound of the Baskervilles by Sir Arthur Conan Doyle
·    Into Thin Air by Jon Krakauer

Sophomores:
·    Catch 22 by Joseph Heller
·    Fahrenheit 451 by Ray Bradbury
·    The Joy Luck Club by Amy Tan
·    To Kill a Mockingbird by Harper Lee

Juniors:
·    Cry the Beloved Country by Alan Paton
·    One Day in the Life of Ivan Denisovichby Alexander Solzhenitsyn
·    Life of Pi by Yann Martel
·    Frankensteinby Mary Shelley

Seniors:
·    Rebeccaby Daphne Du Maurier
·    1984by George Orwell
·    The Hobbit by J.R.R. Tolkien
·    Pride and Prejudice by Jane Austen

AP English Language and Composition:
· Fast Food Nation by Eric Schlosser
· Into the Wild by Jon Krakauer

AP English Literature:
· Invisible Manby Ralph Ellison
· Heart of Darknessby Joseph Conrad

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Saint Thomas More Prep
2011 Summer Reading Assignments
(Complete instructions)

All students are required to read 2 books from the list under the grade level you will be entering. A typed assignment is also required for each book you read (see specific assignment requirements after the book lists). ASSIGNMENTS MUST BE TURNED IN ON THE FIRST DAY OF SCHOOL IN AUGUST, NO MATTER WHICH SEMESTER YOU ARE TAKING THE COURSE. This will be a graded assignment and will be your first test grade for the marking period.

AP students will read all books listed under the appropriate course title. A typed assignment is also required for each book you read (see specific assignment requirements after the book lists). ASSIGNMENTS MUST BE TURNED IN ON THE FIRST DAY OF SCHOOL IN AUGUST, NO MATTER WHICH SEMESTER YOU ARE TAKING THE AP COURSE. This will be a graded assignment and will be your first test grade for the marking period.

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FRESHMAN READING LIST (Composition and Literature course)
Choose 2 of the 4 books listed below:

·    Alice’s Adventures in Wonderland by Lewis Carroll
·    Lord of the Flies by William Golding
·    The Hound of the Baskervilles by Sir Arthur Conan Doyle
·    Into Thin Air by Jon Krakauer

FRESHMAN WRITTEN ASSIGNMENT:
This assignment is to be typed and in your own words. PLAGIARISM is a serious offense, a violation of the Honor Code, and will result in an automatic zero. You must submit two papers, one for each book you read. Use complete sentences to answer the following questions about the books:

1.   Genre: Identify the genre and the characteristics of the novel.
2.   Author and brief description: Identify the author and provide a brief description of him/her (full name and an attribute, i.e., novelist, philosopher, economist, social critic, journalist, professor, filmmaker…).
3.   Who: List major characters and a brief description of each. Also, discuss which character you identify with most and why.
4.   Where/When: Provide details about the setting (time and place of the story)
5.   What: Provide a brief synopsis of the text.
6.   Memorable quotations: Copy two brief quotations (with page numbers or paragraph numbers cited in parentheses) that capture the overall meaning, impact, theme, or message of the work. You must explain why you selected these specific passages.

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SOPHOMORE READING LIST (American Literature course)
Choose 2 of the 4 books listed below:

·    Catch 22 by Joseph Heller
·    Fahrenheit 451 by Ray Bradbury
·    The Joy Luck Club by Amy Tan
·    To Kill a Mockingbird by Harper Lee

SOPHOMORE WRITTEN ASSIGNMENT:
This assignment is to be typed and in your own words. PLAGIARISM is a serious offense, a violation of the Honor Code, and will result in an automatic zero. You must submit two papers, one for each book you read. Use complete sentences to answer the questions for each part of your paper.

Part 1: Evidence Log

Part 2: Analyzing Style and Rhetoric

Using complete sentences, explain the following. The more complete your responses are, the better your grade will be. You will need to research specific rhetorical devices.

1.   Tone: Use examples from the text to illustrate the tone of the story
2.   Literary devices or rhetorical techniques used: Use examples from the text to illustrate a minimum of 5 literary devices or rhetorical techniques (see attached list for help).
3.   Memorable quotations: Copy two brief quotations (with page numbers or paragraph numbers cited in parentheses) that capture the overall meaning, impact, theme, or message of the work. You must explain why you selected these specific passages.
4.   Significance: Write a 500 word essay (2-3 typed, double-spaced pages), using quotes and paraphrases, correctly cited in MLA format, that convey the lasting impact, larger meaning, or theme of this text. Address how these ideas connect to our world today; what the text suggests about power, class, money, gender, race, or human nature; how these ideas might affect others.

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JUNIOR READING LIST (World Literature course)
Choose 2 of the 4 books listed below:

·    Cry the Beloved Country by Alan Paton
·    One Day in the Life of Ivan Denisovichby Alexander Solzhenitsyn
·    Life of Pi by Yann Martel
·    Frankensteinby Mary Shelley

JUNIOR WRITTEN ASSIGNMENT:
This assignment is to be typed and in your own words. PLAGIARISM is a serious offense, a violation of the Honor Code, and will result in an automatic zero. You must submit two papers, one for each book you read. Use complete sentences to answer the questions for each part of your paper.

Part 1: Evidence Log

Part 2: Analyzing Style and Rhetoric

Using complete sentences, explain the following. The more complete your responses are, the better your grade will be. You will need to research specific rhetorical devices.

1.   Tone: Use examples from the text to illustrate the tone of the story
2.   Literary devices or rhetorical techniques used: Use examples from the text to illustrate a minimum of 5 literary devices or rhetorical techniques (see attached list for help).
3.   Memorable quotations: Copy two brief quotations (with page numbers or paragraph numbers cited in parentheses) that capture the overall meaning, impact, theme, or message of the work. You must explain why you selected these specific passages.
4.   Significance: Write a 1,000 word essay (3-4 typed, double-spaced pages), using quotes and paraphrases, correctly cited in MLA format, that convey the lasting impact, larger meaning, or theme of this text. Address how these ideas connect to our world today; what the text suggests about power, class, money, gender, race, or human nature; how these ideas might affect others.

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SENIOR READING LIST (British Literature course)
Choose 2 of the 4 books listed below:

·    Rebeccaby Daphne Du Maurier
·    1984by George Orwell
·    The Hobbit by J.R.R. Tolkien
·    Pride and Prejudice by Jane Austen

SENIOR WRITTEN ASSIGNMENT:
This assignment is to be typed and in your own words. PLAGIARISM is a serious offense, a violation of the Honor Code, and will result in an automatic zero. You must submit two papers, one for each book you read. Use complete sentences to answer the questions for each part of your paper.

Part 1: Evidence Log

Part 2: Analyzing Style and Rhetoric

Using complete sentences, explain the following. The more complete your responses are, the better your grade will be. You will need to research specific rhetorical devices.

1.   Tone: Use examples from the text to illustrate the tone of the story
2.   Literary devices or rhetorical techniques used: Use examples from the text to illustrate a minimum of 5 literary devices or rhetorical techniques (see attached list for help).
3.   Memorable quotations: Copy two brief quotations (with page numbers or paragraph numbers cited in parentheses) that capture the overall meaning, impact, theme, or message of the work. You must explain why you selected these specific passages.
4.   Significance: Write a 1,000 word essay (3-4 typed, double-spaced pages), using quotes and paraphrases, correctly cited in MLA format, that convey the lasting impact, larger meaning, or theme of this text. Address how these ideas connect to our world today; what the text suggests about power, class, money, gender, race, or human nature; how these ideas might affect others.

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AP ENGLISH LANGUAGE AND COMPOSITION READING LIST (read both books listed below):

· Fast Food Nation by Eric Schlosser
· Into the Wild by Jon Krakauer

AP ENGLISH LANGUAGE AND COMPOSITION WRITING ASSIGNMENT:

This assignment is to be typed and in your own words. PLAGIARISM is a serious offense, a violation of the Honor Code, and will result in an automatic zero. You must submit two papers, one for each book you read. Use complete sentences to answer the questions for each part of your paper.

Part 1: Evidence Log

Part 2: Analyzing Style and Rhetoric

Using complete sentences, explain the following. The more complete your responses are, the better your grade will be. You will need to research specific rhetorical devices.

1.   Tone: Use examples from the text to illustrate the tone of the story
2.   Literary devices or rhetorical techniques used: Use examples from the text to illustrate a minimum of 5 literary devices or rhetorical techniques (see attached list for help).
3.   Memorable quotations: Copy two brief quotations (with page numbers or paragraph numbers cited in parentheses) that capture the overall meaning, impact, theme, or message of the work. You must explain why you selected these specific passages.
4.   Significance: Write a 1,000 word essay (3-4 typed, double-spaced pages), using quotes and paraphrases, correctly cited in MLA format, that convey the lasting impact, larger meaning, or theme of this text. Address how these ideas connect to our world today; what the text suggests about power, class, money, gender, race, or human nature; how these ideas might affect others.

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AP ENGLISH LITERATURE READING LIST (read both books listed below):

· Invisible Manby Ralph Ellison
· Heart of Darknessby Joseph Conrad

AP ENGLISH LITERATURE WRITING ASSIGNMENT:

Part 1: Evidence Log

Part 2: Analyzing Style and Rhetoric

Using complete sentences, explain the following. The more complete your responses are, the better your grade will be. You will need to research specific rhetorical devices.

1.   Tone: Use examples from the text to illustrate the tone of the story
2.   Literary devices or rhetorical techniques used: Use examples from the text to illustrate a minimum of 5 literary devices or rhetorical techniques (see attached list for help).
3.   Memorable quotations: Copy two brief quotations (with page numbers or paragraph numbers cited in parentheses) that capture the overall meaning, impact, theme, or message of the work. You must explain why you selected these specific passages.
4.   Significance: Write a 1,000 word essay (3-4 typed, double-spaced pages), using quotes and paraphrases, correctly cited in MLA format, that convey the lasting impact, larger meaning, or theme of this text. Address how these ideas connect to our world today; what the text suggests about power, class, money, gender, race, or human nature; how these ideas might affect others.

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A List of Necessary Terminology
Please keep this list of terms for the duration of the course.

Techniques and Terms in a Rhetorical Analysis or Argument

Alliteration is the repetition of initial consonants for emphasis or poetic effect.

Amplification (also, copiousness) means saying much about one thing. Writers may intentionally develop a point in many ways so that it can be shown in different lights or emphasized.

An allusion is a brief reference to a historical or literary figure, event, or object that the target audience would respect, thus bringing respect to the writer using the reference. For example, allusions to the Bible and Shakespeare are common among English and American writers.

An analogy is a comparison between two things. Analogies can be used to make a point or idea memorable: comparing lips to a rose or school to a prison. They are often used in extended form in arguments. An argument based on analogy, for example, is as follows: advertising cigarettes is like manslaughter. Arguments by analogy are easily refuted since analogies can only hold so far. A false analogy is one that breaks down easily, for example, baseball is like ballet. (Baseball and ballet do not have enough in common for the analogy to hold.) See also metaphor and simile.

An appeal is an attempt to earn audience approval or agreement by means of persuasive techniques. Three common methods include appeals through logos (logic of the argument), pathos (appeal to the emotion of the argument), or ethos (character or authority of the writer).

Arrangement (also, organization) deals with how the parts of an essay are ordered. Points of emphasis, for example, include both the beginnings or ends of paragraphs and the introduction or conclusion to the whole essay. Arrangement should be considered in light of the audience and purpose of the paper. For example, writers who want to make a strong argument against an opponent may move the refutation section (evidence that proves a claim to be wrong) of an essay to the beginning or end, but they will not bury it in the middle.

An assumption is a step in the process of argument which writers hope (or assume) their target audiences will take for granted as true or logical. If the assumption is warranted, justified, or proven to be true, the argument will be recognized as sound. However, if writers miscalculate their audience’s acceptance of the assumption, that is, if the audience judges it as unwarranted, untrue, or based purely on opinion, the argument will be built on a weak foundation and may fail.

The writer has authority when the audience believes the author knows what he or she is talking about. Writers may appeal to external and respected authorities (experts) to strengthen their arguments.

Argument using cause and effect makes claims about real, or potential, consequences of an action or proposal. Although absolute and distinct causes are hard to prove, writers may argue that a particular effect was caused by something. Or, inversely, writers may argue that the effect of a certain action has a specific cause.

A claim (also assertion)is a statement that something is, or is not, so. Claims may be taken at face value because the writer is sincere or believable. However, if a claim is not likely to be readily accepted, it must be supported by evidence. A claim backed by evidence is an argument. The thesis statement of an essay often contains its major claim.

Common ground and warrants are closely related. The common ground is the point at which groups in general disagreement can agree. Writers use the technique of starting from common ground if their target audience is likely to oppose their claim or reject their arguments. Warrants are the assumptions, the general principles, the conventions of specific disciplines, widely held values, commonly accepted beliefs, or appeals to human motives that are an important part of any argument.

An argument from definition is based on definitions of key words, including arguing from nature, category, or class. Writers may argue against euthanasia by defining the nature of euthanasia as murder, which they can assume their target audience will consider unacceptable. Or writers may argue that athletes are dancers by defining athlete and dancer and showing that they belong in the same category. Finally, writers may argue by placing all members of a group in classes which they have defined. They might classify Aggies according to their social and political activism: heavily involved, involved in one cause, participants only for personal gain, and apathetic. Each class would be defined, and examples of such Aggies would be presented.

Key terms, or key words, must be definedwhen the target audience is likely to disagree or when they come from a very different background or discourse community from the writer. For example, in an argument about UFOs, the writer might need to define unidentified flying objects—do they include or exclude unidentified flying objects from earth? In an argument about abortion, a writer must begin with a definition of when life begins.

A dilemma occurs when all choices presented appear to be unacceptable. Usually a dilemma is false and easily refuted because other alternatives can be found. Writers may use a dilemma to make choices appear limited.

Appeals
·         Appeal to the emotions (pathos) of the target audience may gain their sympathy and assent. TV commercials asking viewers to sponsor a third world child rely heavily on emotional appeals.
·         Appeal to ethics - In rhetorical theory, the appeal of speakers or writers to their own credibility and character is called ethics (ethos). The Greek term ethos is sometimes called the ethical appeal in modern rhetoric handbooks.
·         Appeals to logic (logos) show readers that writers are sensible and thoughtful. The basis of logic is the deductive syllogism, a series of generalizations (premises) that lead to a conclusion. Logic can also be inductive, as are classical scientific experiments. From a mass of specific and particular data, a conclusion is drawn.

Writers use evidence (support) to back up assertions or claims to persuade an audience to accept their argument as being grounded. Evidence takes many forms, including testimony, appeal to experts, facts, statistics, logic, and scientific data.

Exaggeration means overstating to emphasize or illustrate a point, appeal to emotion, or get attention. An effective technique, especially when writers are using humor or irony, it is also called hyperbole.

An example is one specific instance used by writers to illustrate, clarify, or bolster an argument by showing precedents. Anecdotes may serve as extended examples. Although most people find examples helpful and entertaining, they are not considered sufficient for evidence.

Fallacy is the use of faulty logic or poor arguments.

As opposed to an opinion, a fact is an assertion supported by solid, irrefutable, quantifiable or empirical evidence or by expert testimony. A fact is usually widely accepted as true. Writers use facts as one way to support a claim.

Irony means stating the opposite of what is really meant. An ironic tone may be funny or shocking. Writers must have a good idea of whether the target audience will understand the irony. For example, a parent who claims he or she wants to keep his or her children in ignorance and darkness is using irony if he or she actually means to point out the value of education.

Loaded diction (slanted language) means using biased or prejudiced word choices that predispose a reader to one position. Though it may be under suspect to reasonable audience members, loaded diction may also be an effective way to sway an audience.

Paradox means a seeming contradiction but one which does contain some truth, such as “so close and yet so far” or “a youthful octogenarian.” Paradox is usually used to show the complexity of an idea, to make a point, or for poetic effect.

Parallelism means repetition of a word or grammatical structure for effect. The classic example comes from Martin Luther King’s “I Have a Dream” speech, with the repetition of the phrase “I have a dream.” Usually the repetition will follow the same grammatical pattern (such as Subject-Verb-Object). Parallelism is used for emphasis, rhythm, and poetic effect.

Writers use red herrings when they distract an audience’s attention from the main point. This technique is often pointed out as a fallacy.

To refute (rebut) is to successfully argue against an argument. Many arguments contain a refutation section in which the writer points out fallacies in his opponent’s argument.

A rhetorical question is a question not meant to be answered but to be pondered. A rhetorical question will be ineffective if it can be answered with a simple yes or no. Feminist abolitionist Sojourner Truth is known for her rhetorical question, “Ain’t I a woman?”

A slippery slope assumes that if one action is taken, it will lead to inevitable and inexorable consequences. For example, if one Aggie sits down during a football game, soon everyone will; then all our traditions will be ruined. Often considered a fallacy, a slippery slope can easily be refuted by invoking other consequences.

Statistics are facts expressed in quantifiable form such as numbers, charts, or graphs that can lend support to a claim or warrant but that are not irrefutable proof. Although statistics can be manipulated to misrepresent the facts, they are usually quite convincing.

Writers using a straw man will claim their opponents hold a position they do not in fact hold, and then attack that position. It is mainly a diversionary tactic. The straw man is considered a fallacy.

Testimony (also, citation) is using the words or ideas of an expert to give an argument greater credibility. Doubt can be cast on testimony by showing equally qualified experts disagree. Or the expert’s credentials or qualifications can be questioned.

As a stylistic technique, tone can be effective in imparting emotion. It is the predominant character of a prose style, how writers sound to an audience: arrogant, silly, serious, authoritative, celebratory, sarcastic, worried, etc. A writer’s tone is achieved by using persuasive techniques, by word choice, and by other means.