HANOVER COUNTY PUBLIC SCHOOLS High School Summer Reading 2016 Atlee High School

HANOVER COUNTY PUBLIC SCHOOLS High School Summer Reading 2016 Atlee High School Dear Students and Parents: The Hanover County Public Schools English department believes that summer reading is a good way to develop lifelong reading practices in students, to inspire a love of reading, and to give students common ground for learning at the outset of the school year. To foster a love of reading, contemporary and dynamic texts have been suggested for summer reading. Additionally, we are broadening what summer reading encompasses. We want students reading this summer, and reading doesn’t have to come from just a book. Students can select a title (or titles) from the recommended summer reading list based on their English course, or they may select another type of reading from a magazine, technical manual, website, or online resource. Parents are encouraged to participate in the reading selection. If students or parents have concerns about choosing one of the recommended readings, they may select something else to read. Summer reading is not required for a grade, but those who read and submit a reading response, will receive extra credit for their first 9 weeks’ English grade. Students may choose from a list of options for their reading response. The reading responses should be turned in to their English teachers during the second class block in September to receive the extra credit. Choices of reading responses are found on the next page. Pre-Baccalaureate, International Baccalaureate, Advanced Placement English, and College Composition (Dual Enrollment) students should complete the specific reading assignments for their course, which vary by school, and are mandatory for students in these classes. These book lists are located near the end of this document.

Reading Assignment for AP11 Students should choose a book from the provided AP list. Additionally, students must complete the Rhetorical Analysis vocabulary assignment. AP Language and Composition is a college course that focuses on the reading and analysis of non-fiction texts. Non-fiction is defined as writing about actual events, people, and subjects. Students are reminded that this high-level course requires students to work independently. Corresponding assignments should reflect one’s own work. Your Summer Reading assignment is to read and reflect on a nonfiction book of your choice from the list below. These recommended selections include choices from Time Magazine’s and The New York Times’ “Top 100 Non-Fiction Books,” from former AP Language student recommendations, and from the current bestseller list. The Atlee library owns many of them! You are welcome to choose from this list for your choice book or choose another book based on your interests. Biography Steve Jobs by Walter Isaacson Autobiography of a Face by Lucy Grealy Memoir Riding the Bus with my Sister by Rachel Simon The Glass Castle by Jeanette Walls The Other Wes Moore by Wes Moore Kisses from Katie by Katie Davis Philosophy Quiet The Power of Introverts in a World That Can't Stop Talking by Susan Cain Six Questions of Socrates : A Modern-Day Journey of Discovery Through the World by Christopher Phillips Science and Medicine The Immortal Life of Henrietta Lacks by Rebecca Skloot Stiff: The Curious Life of Human Cadavers by Mary Roach Politics, History and Military History Flags of Our Fathers by James Bradley The Dark Game: True Spy Stories by Paul Janeczko Humor Assassination Vacation by Sarah Vowell King of the Mild Frontier by Chris Crutcher Yes Please by Amy Phoeler Business Against Thrift: Why Consumer Culture is Good for the Economy, the Environment, and Your Soul by James Livingston Branded Beauty: How Marketing Changed the Way We Look by Mark Tungate Sports The Soul of Baseball by Joe Posnanski Born to Run by Christopher McDougall Computers and Gaming In the Plex: How Google Thinks, Works and Shapes Our Lives by Steven Levy All Your Base are Belong To Us: How Fifty Years of Videogames Conquered Pop Culture by Harold Goldberg Extra Lives: Why Video Games Matter by Tom Bissell Family and Relationships 97 Orchard: An Edible History of Five Immigrant Families in One New York Tenement by Jane Ziegelman Best Friends, Occasional Enemies: The Lighter Side of Life as a Mother and Daughter by Lisa Scottoline and Francesca Serritella Nature A Walk in the Woods by Bill Bryson Animal, Vegetable, Miracle by Barbara Kingsolver True Crime The Killer of Little Shepherds: A True Crime Story and the Birth of Forensic Science by Douglass Starr Getting Away with Murder: The True Story of the Emmett Till Case by Chris Crowe Travel The Lost City of Z: A Tale of Deadly Obsession in the Amazon by David Grann Skeletons on the Zahara: A True Story of Survival by Dean King Sideways on a Scooter: Life and Love in India by Miranda Kennedy

See the next two pages for the written component of your summer reading assignment.

There are two required assignments: 1. 2.

PASTA for your nonfiction book Define the rhetorical analysis terms

Analyze your book using an AP strategy: PASTA (Purpose, Audience, Subject, Tone, Authorial bias) is an acronym for the series of questions that a reader must ask him/herself before analyzing nonfiction. Read the descriptions below and answer the questions for each bulleted prompt. This will be graded for completion at the start of the year; however, through the first weeks of school you will use these responses to write a full analysis of your book. What is the Purpose? (The reason behind the text) As you are reading, analyze the purpose/argument/claim of the writer.  What is the author’s purpose for writing this book? What does he or she want the reader to know or understand as a result of reading it? Explain your reasoning. Who is the Audience? (The group of readers to whom this piece is directed) As you are reading, determine to whom this piece is directed. How do you know who the audience is? How is the audience defined? Discuss how the writer demonstrates understanding of the audience and how he or she uses that understanding to accomplish his or her goals.  Who is the audience?  How do you know? What is the Subject? (The general topic, content, and ideas contained in the text)  You should be able to state the subject in a few words or phrases. What is the Tone? (The attitude of the author) As you are reading, analyze the attitude of the writer. Examine the choice of words, emotions expressed, and imagery used.  Identify two tones the author creates in the text.  For each tone, find one example from the text illustrating the tone. Sample tone words: These are just a sample of different tone words. There are many more tone words that you may use. animated ambivalent apathetic accusatory angry amused disapproval aggressive bitter cautionary belligerent assertive distressed adapted arrogant detached awestruck admiring admiring assertive comical depressed ardent earnest nostalgic benevolent optimistic cynical condescending disheartened empathetic disparaging unbiased

What is the Authorial bias? (The voice that tells the story & how it tells the story) As you are reading, consider the authority and credibility of the writer. How does the writer establish his or her credibility in the text?  Find 3 specific passages that establish the writer as a trustworthy and/or qualified speaker.  Below each quote, explain how the passage establishes the writer’s credibility.

Rhetorical Analysis Vocabulary To prepare for your close reading of nonfiction in AP, you should come in on the first day familiar with the terms listed below. Create a three-columned chart in Google docs through your HCPS google account with the word, definition, and an example. Come prepared to class on the first day of school with this assignment printed. There are many websites that are dedicated to rhetorical techniques; you are welcome to use any example that you find there. You can also use your knowledge from anything else you have read or viewed. Remember, this is your own work; you should not seek help from a friend. RHETORICAL BASICS Tone Assertion Claim Counterclaim Thesis Syntax Diction Connotation Denotation Style Figurative Language Structure Argument Repetition Ethos Logos Pathos

SYNTAX Antecedent Simple/Compound/Complex Sentences Declarative/Exclamatory/Interrogative Sentence Ellipses Active/Passive Voice Appositive Parentheses

PURPOSE Describe Explain Inform Persuade Entertain Cause/Effect Compare/Contrast

STRUCTURE Anecdote Allegory Satire Comparison Juxtaposition Extended metaphor Analogy

BALANCE Parallel Structure Chiasmus Antithesis

SATIRE Persona Hyperbole Wit/Humor Parody Caricature Innuendo Irony Juxtaposition Mockery Overgeneralization Sarcasm Understatement

EMPHASIS Climax Concrete Details (instead of abstractions) Asyndeton Polysyndeton Irony (also appears in Satire) Understatement (also appears in Satire) Hyperbole (also appears in Satire) Emphatic Word Order Rhetorical Question

FIGURATIVE LANGUAGE Simile Analogy Metaphor Synecdoche Personification Allusion Apostrophe Paradox