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AP Language Summer Reading 2018
Paint Branch High School
14121 Old Columbia Pike
Burtonsville, MD 20866
Main Office: 301-388-9900
Studies show that reading promotes students' mental growth, capacity to process information, and ability to
understand themselves and the world around them. Good readers become good thinkers and good writers. Success in
school and in the workplace depends heavily on the ability to read well. In high school classes, students are required to
read complex passages and decipher their meanings as part of instruction and assessments. Students who take the
SAT/ACT and Advanced Placement examinations encounter tests designed to evaluate their critical reading ability,
understanding of a variety of vocabulary, and writing skills. In the workplace, employees are expected to understand
their tasks based on written information. Therefore, it is important to expect all students to read and write during the
summer. Research strongly suggests that reading, like most skills, improves with practice. Summer reading serves as
one measure for determining proficiency of the following MCPS indicator and objective:
Indicator: Refine and extend comprehension skills through exposure to a variety of texts,
including traditional print and electronic devices.
Objective: Read a minimum of 25 self-selected and/or assigned books or book equivalents
representing various genres per year.
In order to prepare our students for these challenges both in high school and beyond, English Department
members have selected books and created assignments to provide summer reading opportunities for each student.
Students will be evaluated on their reading when they return in the fall with common assignments for each grade level.
All students are expected to complete the summer reading assignment for their grade level in the time allotted. Students
transferring to Paint Branch High School may complete the assignments for their grade levels on the required reading
from their previous schools and submit the assignments to the appropriate teacher on the second day of school.
In addition to reading assignments, students taking Algebra 1, Algebra 2, Geometry, Pre-Calculus, and AP Calculus
are required to complete math review packets, due on the first day of school to math teachers. These packets will be
distributed in math classes at the end of the previous year.
Copies of all summer math and reading assignments will be available in the Guidance Office, the Main Office, and on the
school’s web site. Any questions concerning summer reading assignments or lists should be brought to the student’s
English teacher.Summer Reading for Aspiring AP Language Students 2018-2019 Ms. Appino/Mr. Keagle/ Mrs. Powell/Ms. Stridiron
Welcome to the Advanced Placement English Language and Composition class. To help you prepare for
our rigorous and stimulating sessions coming up in the fall, we have prepared what we regard as a well-balanced
literary feast for you and have given you some choices, as well. ***** FIRST, READ THIS ENTIRE SUMMER
READING ASSIGNMENT SO YOU KNOW WHAT TO LOOK FOR AS YOU READ. TAKE NOTES as
you read your books, thoroughly enough to serve in August/September as a review for a test (3rd day of class) and
enable you to discuss the books readily, but not so detailed as to spoil the pleasure of reading You also have some
other assignments to complete; once again, PLEASE READ THIS ENTIRE ASSIGNMENT SHEET. You do
have two books to read and respond to, and vocabulary to learn, all by the start of school. DO NOT WAIT UNTIL
AUGUST TO BEGIN YOUR ASSIGNMENT. Enjoy!
Contact Information: Ms. Appino- Leslie_A_Greene@mcpsmd.org
Mr. Keagle- George_Keagle@mcpsmd.org
Mrs. Powell- Cambrian.L.Powell@mcpsmd.net
Ms. Stridiron- Rashemah_N_Stridiron@mcpsmd.org
***********SUPPLY LIST: MUST HAVE FOR THE 1ST WEEK OF CLASS.*******
2-4 inch binder( solely for this class ) with dividers
a bound, college-ruled composition book (9 ¾ x 7 ½ - not a spiral notebook, not a regular size one)
supply of loose-leaf paper – a big supply
4 highlighters (different colors), pens, pencils, erasers
Post-it notes
*********************************************************************************************
A. Ideas and Issues: Read one of the following non-fiction books. You will work on Tasks 1, 2, and 3 while
reading.
Task 1. Complete Non-Fiction Data Sheets (attached.)
Task 2. Create a vocabulary list for your non-fiction book. This should include definitions and sentences. Typed.
Task 3. a. Make a list of 5 Big Ideas that are prompted by your reading and b. explain /comment on them on a
separate sheet of paper – Typed. Collected 3rd day of school.
Callahan, David. The Cheating Culture: Why More Americans are Doing Wrong to Get Ahead
Carr, Nicholas. The Shallows. What the Internet is doing to our Brains.
Coates, Ta-Nehisi. The Beautiful Struggle: A Memoir, Between the World and Me
Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-first Century
Ganda, Martin and Caitlin Alifirenka. I Will Always Write Back: How One Letter Changed Two Lives
Gladwell, Malcolm. David and Goliath, Blink, The Outliers
Grant, Adam. Originals: How Nonconformists Move the World
Hauser, Brooke. The New Kids: Big Dreams and Brave Journeys at a High School for Immigrant Teens
Hillenbrand, Laura. Unbroken
Katz, Jon. Geeks: How Two Lost Boys Rode the Internet Out of Idaho
Krakauer, Jon Into the Wild, Under the Banner of Heaven, Into Thin Air
Marx, Jeffrey. Season of Life: a Football Star, a Boy, a Journey to Manhood
Nafizi, Azar. Reading Lolita in Tehran
Robbins, Alexandra. The Geeks Shall Inherit the Earth: Popularity, Quirk Theory and Why Outsiders Thrive After
High School
Scott, Stuart: .Every day I Fight
Skloot, Rebecca. The Immortal Life of Henrietta Lacks
St. John, Warren.Outcasts United: An American Town, a Refugee Team, and One Woman's Quest to Make a Difference
Turkle, Sherry. Alone Together: Why We Expect More from Technology and Less from Each Other
Vance, J.D. Hillbilly Elegy: A Memoir of a Family and Culture in Crisis
Weisman, Alan. The World Without Us
Yousafzai, Malala. I Am Malala: The Girl Who Stood Up for Education and Was Shot by the TalibanDO NOT USE ANY OTHER RESOURCES THAN THE BOOKS THEMSELVES. DO NOT USE THE INTERNET,
CLIFF’S NOTES, OR CRITIQUES. WE ARE INTERESTED IN YOUR IDEAS!!!
B. INDEPENDENT READING Select a second book to read. E-mail us your selection by July 6, 2018. If you would like to
read fiction, please choose a book that would be acceptable for a college level class: (eg. The Scarlet Letter, 1984 (if
you haven’t read it in class), One Flew Over the Cuckoo’s Nest, Slaughter House Five, A Tale of Two Cities, Jane
Eyre, Wuthering Heights, A Room with a View- get the idea? ) Please take notes, as you will be required to write about
your novel in class.
C. VOCABULARY (125 Most Common Academic Words) – List is attached. This assignment will help to increase your
vocabulary and to familiarize yourself with words that you will see on the AP test, the SAT and/or the ACT. You will need to:
Define the words. You will define and study them. Remember words have multiple meanings.
Copy one sentence in which the word is used from the dictionary/Internet but you must also use each word
in an ORIGINAL sentence. You will have two sentences.
Prepare for a test on the first 50 words during the SECOND week of school. This means study the words.
D. Newspaper/Magazine/Editorial Assignment
This assignment gives you practice in reading and responding to essays and arguments which is one of the major tasks in
AP Lang. Over the summer, read at least four editorials or commentaries/essays (not news articles or informational
features) from reputable newspapers or issues-based magazines (you should mix-and match, using at least two-three
different sources). Try to find at least one item that connects in some way to the book you are reading for Ideas and
Issues. Make sure your selected commentaries are newsworthy either locally, nationally, or internationally.
Examples of suggested newspapers/magazines (these are all available online):
The New York Times Newsweek ( News magazine) The Los Angeles Times
The Washington Post “Outlook” or The New Yorker Harper’s (magazine)
opinion section
Time (US news magazine) Atlantic Monthly Slate. com
Wall Street Journal
Examples of newspapers/magazines that are not acceptable: USA Today (newspaper), fashion, lifestyle, or popular
culture/entertainment magazines.
Write a response for each editorial commenting on some aspect of the editorial or the issue – one response per editorial,
including the citation (MLA format). There is no direction as to length, but your responses should be thoughtful and
detailed.
Some questions you might want to think about/comment on:
• Do you agree or disagree with the editorial’s viewpoints? Why?
• Did the editorial make you want to know more about the issue?
• What are some of the author’s best arguments? What makes them good?
• Which arguments or points made by the author do not make sense to you and why?
• How does this editorial connect with other knowledge that you have from other sources?
• Anything else this editorial makes you think about…
E. Why AP Lang? Write a one-page letter to your teachers; tell us the reasons that you chose to take AP English
Language and Composition. Do not begin by writing, “I chose to take this class because…” No! You are
now AP Lang students and we expect thoughtful, original and cogent responses to this topic. Please DO
NOT tell us what you think we want to hear. It must be typed and brought to class the 1st day of school.
DO NOT WAIT UNTIL AUGUST TO BEGIN YOUR SUMMER ASSIGNMENTAP English: Language and Composition Name:
Nonfiction Data Sheets
Title:
Author:
Author Information
Date of Publication:
Genre: Who is the author?
What are the author's qualifications for
writing on the subject?
Is the author an authority in the subject
area? How does the author present the
subject and his/her expertise?
Do the acknowledgements and
bibliography indicate thoughtful
research? (cite your sources)
Information about the person
or subject’s place in history:
(Why is this person or subject worthy of a book?)QUOTATIONS: (Your choices should be SIGNIFICANT to and REPRESENTATIVE of the book and your
explanation should include discussion of this significance. Include page numbers and put your choices in order.)
Quotation Device and Explanation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.WRITING STYLE
Discuss the author’s style. Include the following as part of your discussion: Is the language level appropriate? Is
there clarity to the style of writing? Is the material fairly easy to follow and understand? Does the author avoid
stereotypes and generalizations? Does the author avoid didactic and condescending language? You must discuss
the author’s syntax as well as his/her use of tone, diction, and form (how does he/she develop the story).
Significance of the introduction: Significance of the ending/closing :Format of the Work Does the author use the typical chronological approach in organizing the writing or a different pattern? Does the layout of the material contribute to a natural flow of information? How does the organization of the writing contribute to the reader’s ability to understand it? Is the pattern easy to follow? Discuss the book cover- Appropriate? Significance?
POSSIBLE THEMES: PURPOSE Explain the author’s purpose in telling this story. Why is he/she telling it? Is there some greater motive? What is it? Additionally, what are you supposed to get out of this work? What are the overall themes developed in this work? (Use quotations to support your themes. Themes should be written as "messages" in sentence form.)
Academic Words to Make You Sound Smarter.
Extensive reading is the best way to develop your command of tough vocabulary, but being familiar with the appropriate
level of vocabulary is extremely helpful. To help you get a handle on those ten-cent words, here are 125 words to get you
going.
1. abbreviate -- (v) to shorten, abridge 63. impute -- (v) to attribute an action to particular person
2. abstinence -- (n) the act of refraining from or group
pleasurable activity, e.g., eating or drinking 64. incompatible -- (adj) opposed in nature, not able to live
3. acrimony - (n) or work together
4. adulation -- (n) high praise 65. inconsequential -- (adj) unimportant, trivial
5. adversity -- (n) misfortune, an unfavorable turn of 66. inevitable -- (adj) certain, unavoidable
events 67. insidious – (adj)
6. aesthetic -(adj) pertaining to beauty or the arts 68. integrity -- (n) decency, honesty, wholeness
7. amicable -- (adj) friendly, agreeable 69. intrepid -- (adj) fearless, adventurous
8. anachronistic -- (adj) out-of-date, not attributed to 70. intuitive -- (adj) instinctive, untaught
the correct historical period 71. jubilation -- (n) joy, celebration, exultation
9. anecdote -- (n) short, usually funny account 72. lackadaisical – (adj)
of an event 73. litany – (n)
10. anonymous -- (adj) nameless, without a disclosed 74. lobbyist -- (n) person who seeks to influence political
identity events
11. antagonist -- (n) foe, opponent, adversary 75. longevity -- (n) long life
12. antidote – (n) 76. lurid – (adj)
13. arid -- (adj) extremely dry or deathly boring 77. malaise – (n)
14. assiduous -- (adj) persistent, hard-working 78. maudlin
15. asylum -- (n) sanctuary, shelter, place of refuge 79. mundane -- (adj) ordinary, commonplace
16. benevolent -- (adj) friendly and helpful 80. nonchalant -- (adj) calm, casual
17. brusque – (adj) 81. non sequitur – (adj)
18. cacophony – (n) 82. novice -- (n) apprentice, beginner
19. camaraderie -- (n) trust, sociability amongst 83. opulent -- (adj) wealthy
friends 84. orator -- (n) lecturer, speaker
20. capricious – (adj) 85. ostentatious -- (adj) showy, displaying wealth
21. caustic – (adj) 86. parched -- (adj) dried up, shriveled
22. censure -- (v) to criticize harshly 87. peevish – (adj)
23. circuitous -- (adj) indirect, taking the longest route 88. perfidious -- (adj) faithless, disloyal,
24. clairvoyant -- (adj) exceptionally insightful, able to 89. perfunctory – (adj)
foresee the future 90. precocious -- (adj) unusually advanced or talented at
25. cogent – (adj) an early age
26. collaborate -- (v) to cooperate, work together 91. pretentious -- (adj) pretending to be important,
27. compassion -- (n) sympathy, helpfulness or mercy intelligent or cultured
28. compromise -- (v) to settle a dispute by terms 92. procrastinate -- (v) to unnecessarily delay, postpone,
agreeable to both sides put off
29. condescending -- (adj) possessing an attitude of 93. prosaic -- (adj) relating to prose; dull
superiority, patronizing 94. prosperity -- (n) wealth or success
30. conditional -- (adj) depending on a condition, e.g., 95. provocative -- (adj) tending to provoke a response, e.g.,
in a contract anger or disagreement
31. conformist -- (n) person who complies with 96. prudent -- (adj) careful, cautious
accepted rules and customs 97. querulous -- (adj) complaining, irritable
32. congregation -- (n) a crowd of people, an 98. rancorous -- (adj) bitter, hateful
assembly 99. reclusive -- (adj) preferring to live in isolation
33. convergence -- (n) 100. reconciliation -- (n) the act of agreement after a
34. deleterious -- (adj) harmful, destructive, quarrel, the resolution of a dispute
detrimental 101. renovation -- (n) repair, making something new again
35. demagogue -- (n) leader, rabble-rouser, usually 102. revel- (v)
appealing to emotion or prejudice 103. resilient -- (adj) quick to recover, bounce back36. dichotomy – (n) 104. restrained -- (adj) controlled, repressed, restricted
37. digression -- (n) the act of turning aside, straying 105. reverence -- (n) worship, profound respect
from the main point, esp. in a speech or argument 106. sagacity -- (n) wisdom
38. diligent -- (adj) careful and hard-working 107. scrutinize -- (v) to observe carefully
39. discredit -- (v) to harm the reputation of, dishonor 108. spontaneity -- (n) impulsive action,
or disgrace 109. spurious -- (adj) lacking authenticity, false
40. disdain -- (v) to regard with scorn or contempt 110. submissive -- (adj) tending to meekness, to submit to
41. divergent -- (adj) separating, moving in different the will of others
directions from a particular point 111. substantiate -- (v) to verify,
42. empathy -- (n) identification with the feelings of 112. subtle -- (adj) hard to detect or describe; perceptive
others 113. superficial -- (adj) shallow, lacking i
43. emulate -- (v) to imitate, follow an example 114. superfluous -- (adj) extra, more than enough,
44. enervating -- (adj) weakening, tiring redundant
45. enhance -- (v) to improve, bring to a greater level 115. suppress -- (v) to end an activity, e.g., to prevent the
of intensity dissemination of information
46. ephemeral -- (adj) momentary, transient, 116. surreptitious -- (adj) secret, stealthy
47. epitome – (n) 117. tactful -- (adj) considerate, skillful in acting to avoid
48. esoteric (adj) offense to others
49. evanescent -- (adj) quickly fading, short-lived, esp. 118. tenacious -- (adj) determined, keeping a firm grip on
an image 119. transient -- (adj) temporary, short-lived, fleeting
50. exasperation -- (n) irritation, frustration 120. ubiquitous- (adj)
51. exemplary -- (adj) outstanding, an example to 121. venerable -- (adj) respected because of age
others 122. vile – (adj)
52. extenuating -- (adj) excusing, lessening the 123. vicarious – (n)
seriousness of guilt or crime 124. vindicate -- (v) to clear from blame or suspicion
53. finagle (v) 125. wary -- (adj) careful, cautious,
54. florid -- (adj) red-colored, flushed; gaudy, ornate
55. fortuitous -- (adj) happening by luck, fortunate
56. frugal -- (adj) thrifty, cheap
57. glib (adj)
58. hackneyed -- (adj) cliched, worn out by overuse.
59. haughty -- (adj) arrogant and condescending
60. hedonist -- (n) person who pursues pleasure as a
goal
61. hypothesis -- (n) assumption, theory requiring
proof
62. idiosyncratic- (adj)
63. impetuous -- (adj) rash, impulsive, acting without
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