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    Advanced Placement English Language and Composition West Seattle High School

    Instructor: Sean Riley

    Contact: spri!ey@seattleschoo!s<org

    2018 Summer Assignment


    AP English Language and Composition centers on reading non-fiction. In order to prepare for AP Language and Composition, you will need to continue practicing your critical reading and writing skills through the summer. This assignment is designed to keep your brain active and for you to hit my course with a running start. Furthermore, I simply hope you find some texts that interest you. You are welcome and encouraged to purchase copies of the assigned texts, though you should be able to track down copies through the Seattle Public Library as well. This summer's readings will give you an introduction to the kinds of reading you will see throughout the  course.


    This assignment isn't about "keeping you busy" over the summer. It is about exposing yourself to high-quality, moving, and important texts that--if you read them well--you will refer to in work and discussion throughout the 2018-19 school year.


    Assignment, Part 1

    For the reading portion of the summer assignment, you will need to choose two nonfiction books to read and annotate from the attached list. Proof of annotation must be clear. If you buy the book, you can write in it. If not, use post-it notes or some other form of note-taking, such as Cornell notes. Many of these books can be found used for $10 or under at the used bookstores in the West Seattle Junction.


    For each text, you will need to complete a dialectical journal (see below for instructions and example). This work is due on the first full day of class. To not do the assignment will you put you in a hole from the  get-go.



    1. Walter lssacson: Steve Jobs


    2. John Howard Griffin: Black Like Me


    3. Dave Sobel: Longitude: The True Story of a Lone Genius Who Solved the Greatest Scientific Problem of hisTime


    4. Rosamond Carr: Land of a Thousand Hills


    5. J.D. Vance: Hillbilly Elegy*


    6. Dave Eggers: What is the what*


    7. Anges Kamara-Umunna: And Still Peace Did Not Come


    8. Maxine Hong Kingston: The Woman Warrior


    9. John Krakauer: Into the Wild*


    10. Patti Smith: Just Kids


    11. Cheryl Strayed: Wild


    12. Trevor Noah: Born a Crime


    13. Frederick Douglass: A Narrative of the Life of Frederick Douglass, an American Slave


    Science I Math / Economics

    1. Viktor Mayer-Schonberger: Big Data


    2. Oliver Sacks: The Man who Mistook His Wife for a Hat


    3. Charles Seife: Zero: The Biography of a Dangerous Idea


    4. Michael Lewis: Moneyball*


    5. Neil Degrasse Tyson: Death by Black Hole


    6. Arika Orkent: In the Land of Invented Languages


    7. Rachel Carson: Silent Spring


    8. Rebecca Skloot: The Immortal Life of Henrietta Lacks



    Dee Alexander Brown: Bury My Heart at Wounded  Knee

    Stephen Greenblatt: The Swerve: How the World Became Modern* Mark Kurlansky: Salt: A World History

    Barbara Demick: Nothing to Envy: Ordinary Lives in North Korea

    Philip Gourevitch: We Wish to Inform You that Tomorrow We Will be Killed with Our Families Tim Weiner: Legacy of Ashes: The History of the C.I.A.



    Joan Didion: The Year of Magical Thinking Nicholas Kristof, Sheryl WuDunn: Half the Sky Jonathon Kozol: Savage lnequalites

    Mary Roach: Stiff: The Curious Lives of Human Cadavers* Michael Pollan: The Omnivore's Dilemma*

    Thomas Friedman: The World is Flat Malcolm Gladwell: Outliers*

    Stephen King: On Writing Truman Capote: In Cold Blood*

    Mark Pendergast: Uncommon Grounds: How Coffee Changed the World Adeline Yen Mah: Chinese Cinderella

    Susan Cain: Quiet: The Power of Introverts in a World that Can't Stop Talking John Krakauer: Into Thin Air*

    Eric Schlosser: Fast Food Nation Bill Bryson: A Walk in the Woods*

    John Krakauer: Under the Banner of Heaven Laura Hillenbrand: Unbroken

    Christopher McDougall: Born to Run Daniel James Brown: Boys in the Boat

    *=Some of Riley's favorites


    Complete the following for both books and bring to class on the first  day:

    1)   Dialectical Journal

    You will complete a series of journal entries for each book that demonstrate engagement with the texts, attempts to understand the various arguments presented, and provides a sampling of your best critical thinking.


    For each book, you will complete a chart like the example below. All information must be typed. In addition, you  must:

    • Create a heading with your name, book title, author.


    • Select 9-12 meaningful passages that adequately draw from the beginning, middle, and end of each text.


    • Write out the entire passage to which you will refer and include the page number from which it came.


    • Paraphrase or summarize the passage. It will be helpful to provide the context in which it came. In other words, what is happening before and after this passage appears in the text?


    • Analyze and react to the passage in full sentences--not notes. This should not just be a personal reaction or summar. Rather, you should attempt to analyze the methods that the writer uses to make his or her argument. This is where you will show your engagement and reflection. Your analysis should be longer than the selected quotation or passage. You can use the Prolific Characteristics to Note document to help with your analysis and reflection. (This is on very back of this document.)

    Example Set-Up

    Student name: John Doe

    Book Name: The Cheating Culture: Why More Americans are Doing Wrong to Get Ahead Author: David Callahan

    Quotation I Passage from the Text w/ Page Number

    Paraphrase or Summary

    Analyze and Reflect

    I played a lot of Monopoly growing up. Like most players of the game, I loved drawing a yellow Community Chest card and discovering a "bank error" that allowed me to collect $200. It never occurred to me not to take the cash. After all, banks have plenty of money, and if one makes an error in your favor, why argue? I haven't played Monopoly in twenty years, but I'd still take the $200 today. And what if a real bank made an error in my favor? That would be a tougher dilemma. Such things do happen. (1)

    The author is remembering that a common childhood game had a positive moment when a player received "free" cash because a bank made a mistake. This is the way the book begins and sets up the idea of the Cheating Culture.

    By beginning with a reference to a childhood game,.the author reminds the audience of something that most people probably remember-not just the game, but the excitement of a "bank error" card. He also issues the question that "banks have plenty of money" so "why argue?" This really mimics what most people would probably say in real life to justify why they should keep money that isn't rightfully theirs. He moves from this game topic to a suggestion that it could really happen (which he will explain later) and suggests that it would be a "tougher dilemma." It almost seems like this could be a sarcastic remark. I think many people would just take the money. We tend to view banks as huge institutions that they will not miss a few rogue dollars here and there. This idea that Wall Street continues to pay out bonuses while the "little guy" is barely getting by or may not even have a job is especially prevalent now. By this question, the author seems to be trying to get us to ask if we can even justify that type of thinking. Is this the right decision to make?


    Assignment,  Part #2

    For each of the following words, make a flashcard that has the word on one side and the definition on the other side. Use the large note cards and leave room to add examples to your cards as the year progresses. We will be adding to this vocabulary list throughout the semester. Please number them.

    1. Alliteration: The repetition of the same sound or letter at the beginning of consecutive words or syllables.


    2. Allusion: An indirect reference, often to another text or an historic event.


    3. Analogy: An extended comparison between two seemingly dissimilar things.


    4. Anaphora: The repetition of words at the beginning of successive clauses.


    5. Anecdote: A short account of an interesting event.


    6. Aphorism: A short, astute statement of a general truth.


    7. Appositive: A word or phrase that renames a nearby noun or pronoun.


    8. Assertion: An emphatic statement; declaration. An assertion supported by evidence becomes an argument.


    9. Assumption: A belief or statement taken for granted without proof.

    1. Asyndeton: Leaving out conjunctions between words, phrases, clauses.


    2. Audience: One's listener or readership; those to whom a speech or piece of writing is addressed.


    3. Authority: A reliable, respected source-someone with knowledge. Bias: Prejudice or predisposition toward one side of a subject or issue.


    4. Claim: An assertion, usually supported by evidence.


    5. Close reading: A careful reading that is attentive to organization, figurative language, sentence structure, vocabulary, and other literary and structural elements of a text.


    6. Colloquial/ism: An informal or conversational use of language.


    7. Common ground: Shared beliefs, values, or positions.


    8. Complex sentence: A sentence that includes one independent clause and at least one dependent clause.


    9. Concession: A reluctant acknowledgment or yielding.


    10. Connotation: That which is implied by a word, as opposed to the word's literal meaning (seedenotation).


    11. Context: Words, events, or circumstances that help determine meaning.


    12. Counterargument: A challenge to a position; an opposing argument.


    13. Declarative sentence: A sentence that makes a statement.


    14. Deduction: Reasoning from general to specific.


    15. Denotation: The literal meaning of a word; its dictionary definition.


    16. Diction: Word choice.


    17. Ethos: A Greek term referring to the character of a person; one of Aristotle's three rhetorical appeals (see logos and pathos).


    18. Figurative language: The use of tropes or figures of speech; going beyond literal meaning to achieve literary effect.


    19. Hyperbole: Exaggeration for the purpose of emphasis. Imagery: Vivid use of language that evokes a reader's


      senses (sight, smell, taste, touch, hearing).


    20. Imperative sentence: A sentence that requests or commands.


    21. Induction: Reasoning from specific to general.


    22. Inversion: A sentence in which the verb precedes the subject.


    23. Irony: A contradiction between what is said and what is meant; incongruity between action and result.


    24. Juxtaposition: Placement of two things side by side for emphasis.


    25. Logos: A Greek term that means "word"; an appeal to logic; one of Aristotle's three rhetorical appeals (see ethos and pathos).


    26. Metaphor: A figure of speech or trope through which one thing is spoken of as though it were something else, thus making an implicit comparison.


    27. Metonymy: Use of an aspect of something to represent the whole.


    28. Oxymoron: A figure of speech that combines two contradictory terms.


    29. Paradox: A statement that seems contradictory but is actually true.


    30. Parody: A piece that imitates and exaggerates the prominent features of another; used for comic effect or ridicule.


    31. Pathos: A Greek term that refers to suffering but has come to be associated with broader appeals to emotion; one of Aristotle's three rhetorical appeals (see ethos and logos).


    32. Persona: The speaker, voice, or character assumed by the author of a piece of writing.


    33. Personification: Assigning lifelike characteristics to inanimate objects.


    34. Polemic: An argument against an idea, usually regarding philosophy, politics, or religion.


    35. Polysyndeton: The deliberate use of a series of conjunctions.


    36. Refute: To discredit an argument, particularlya counterargument.


    37. Rhetoric: The art of speaking and writing well for a public audience and public purpose


    38. Satire: An ironic, sarcastic, or witty composition that claims to argue for something, but actually argues against it.


    39. Simile: A figure of speech that uses "like" or "as" to compare two things.


    40. Simple sentence: A statement containing a subject and predicate; an independent clause.


    41. Speaker: A term used for the author, speaker, or the person whose perspective (real or imagined) is being advanced in a speech or piece of writing.


    42. Straw man: A logical fallacy that involves the creation of an easily refutable position; misrepresenting, then attacking an opponent's position.


    43. Subordinate clause: A clause that modifies an independent clause, created by a subordinating conjunction.

    1. Syllogism: A form of deductive reasoning in which the conclusion is supported by a major and minor premise (see premise; major, and minor).


    2. Syntax: Sentence structure.


    3. Tone: The speaker's attitude toward the subject or audience.


    4. Understatement: Lack of emphasis in a statement or point; restraint in language often used for ironic effect.






    Rubric - This is how your work will be assessed.


    Mastery -A

    Proficient - B

    Developing - C

    Emerging - E (50%)

    No success - E (0%) Did not read.

    I can successfully

    Finished both

    Finished one

    Finished one

    Started but did

    Did not read.

    read on my own.

    books as

    book and part of

    book as

    not finish a book.



    demonstrated by

    the other.

    demonstrated by









    I can analyze and


    Your analysis is

    Your analysis is

    Your analysis is

    No analysis.

    reflect on key


    summary with

    thorough, leaning



    passages of a

    frequent insights,

    moments of

    more towards



    non-fiction text.

    as connected to


    summary and










    Characteristics to

    connected to

    than analysis.











    Characteristics to










    I am familiar with Rhetorical Devices.

    I have notecards for ALL the words.

    I have notecards for MOST of the words.

    I have notecards for the majority of the words.

    I have some notecards.

    I have no notecards.

    Prolific Characteristics to Note

    1. Reader Response: Be able to trace your reactions, to ask questions in class, to remind yourself when you find answers to earlier questions. This should help note the writer's effectiveness.




      • Your reactions/emotional responses (humor, surprise, sadness, anger, frustration, tension, criticism, confusion, etc.)

      • Your questions or lack of understanding or doubts (ask "Why?")

      • Your revelations  (when "things" become clear to you, when you create links between   ideas)

      • Similarities to other works (This reminds me of...)

      • Wonderful writing-passages that strike you artistically/aesthetically and why





    2. Speaker: Think about who the writer is and what he or she NEEDS to communicate. This should help you determine the author's credibility.




      • Introductory facts (author backgrounds and relationship to the topic, bias, etc.)

      • Ethos-how  does  the author  establish  credibility  and character  on the given topic?

      • Note words and language that indicate the author's attitude or tone and where it shifts

      • Note when the author directly or indirectly states how he or she feels

      • Observe key lines that stand out as crucial to the author's argument





    3. Occasion: Think about what caused the author to write about this topic and whether or not it is a valid reason.




      • The author's reasons for writing-what is the motivation?

      • Historical, political, and social issues surrounding the topic

      • The author's personal  reasons  as well as the greater world influences for the  piece

      • Evidence of views characteristic of the time period and culture surrounding the work

      • Descriptions of class judgments,  racism, gender biases, stereotypes,  etc.





    4. Audience: Think about what kind of person or people the author intended to view the piece. Is the author able to connect with that audience effectively.




      • Evidence of who the author is trying to reach

      • Where the author directly or indirectly addresses a specific audience

      • Any "call to action" that the author is issuing to the reader

      • Pathos--does the author appeal to your sense emotion through anecdotes and figurative language





    5. Purpose: Think about the author's purpose in writing this book and whether or not he or she is effective in that purpose.




      • Specific reasons for writing (informing,  persuading, arguing, refuting,   exemplifying)

      • Logos-the author's appeal to reason. Examine how the author makes the reader believe in that purpose.





    6. Subject: Think about what the book is discussing and whether or not the author shows why this subject matter is important.


      • Elements related to the problem or issue

      • How the author develops or deepens the aspects of the problem or issue

      • How the author shows the complications related to the subject and the implication of it to you, the nation, the world, etc.


    1. Authorial Devices and Structures in the Argument: Think about the author's techniques in delivery and how effective the author's methods are for rhetorical  purposes.


      • Changes in point of view/emphasis

      • Crucial language/vocabulary (not just a word that you don't understand, but one that seems crucial to understanding the argument)

      • Stylistic techniques (irony, satire, humor, exaggeration, repetition/patterns, possible symbols, significant metaphors and other notable literary and rhetorical  devices)

      • How the author's structure of the argument/book influence the reader and relate to the subject, audience, and purpose