2018 Summer Reading Assignment for AP English Language
Welcome to AP English Language! This course is a challenging course that is
designed to be equivalent to an introductory college-level composition
course. The short-term goal of this
course is to prepare you to pass the AP English Language exam next May (please
note there is a fee of $94 for the exam – assistance is available for those in
need). The long-term goal is to prepare
you for future college classes and to improve your reading, analyzing, and
writing skills for a lifetime. We will primarily focus on nonfiction reading and
writing, including essays, articles, etc.; however, fiction will still be a
lesser part of this course, always with a view toward argument. General
vocabulary, argument, analysis, and grammar skills will also be emphasized.
ideal AP student invests up to 5 hours per week on additional coursework and/or
AP exam preparation outside of the classroom. A strong work ethic is required for success in
this course; all assignments require thought and effort, and late assignments
are rarely accepted. I am always willing
to give assistance or answer questions, so please don’t hesitate to let me know
if you are struggling! Yes, we will work
a lot this year, but we will also read interesting, thought-provoking texts and
have great class discussions.
visit and bookmark my class web site for your reference throughout the year: https://sites.google.com/site/BrooksAPLang (or
just Google “Mrs. Brooks AP Lang”). You can find an electronic copy of this
assignment there right now!
to returning to school in the fall, purchase and read the book They
Say / I Say: The Moves That Matter in Academic Writing (3rd
Gerald Graff and Cathy Birkenstein. Complete the attached assignment as well!
Be careful not to purchase the 2nd edition or the edition with
readings! You may purchase it new or used (through sites such as Amazon or Half
Price Books); new should cost $15-$20, and used may cost as little as $5. If
you need financial assistance, please email me as soon as possible!
Suggested, but not required:
The AP exam in May 2019 seems very far away right now, but time flies! Ideally you will be preparing for the exam a
little bit at a time all year instead of attempting to cram at the last minute.
To this end, consider purchasing a copy of an AP English Language preparation book published after 2012 (so the
information is recent). You can buy
these books new or used; Half Price Books usually has a good selection in the
summer after the class of 2018 sells theirs back. I suggest checking reviews of
various books online before purchasing one; 5
Steps to a 5 and the Kaplan books seem to be popular. The goal is to find a book that you like and
that has at least 2 practice tests that you can use to test yourself as the
exam approaches. Nothing will improve your score like methodical, mindful
practicing and studying over the course of the next 9 months.
ASSIGNMENT DUE DATE: Friday,
LATE WORK ACCEPTED UNTIL: Friday, August 24 at 2:00; no work accepted after this
time for any reason.
100 points total (20 vocab list + 10 pts. x 8 chapter assignments)
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Assignment for They Say / I Say – read thoroughly and
They Say / I Say is
an engaging text about how to write essays, both long and short. I have chosen
this book because it discusses EVERY writing tip I would want to give you, but
does it in a way that builds your understanding of how to properly write
essays. If you read this book and learn its tips and use its writing templates,
you will become a better writer, not just in English but in all areas.
book is very accessible because the authors are purposely writing the book so
students can understand it. However, it IS a college-level text on how to write
essays – so it’s a little boring! I
will warn you that if you wait until the last minute to complete this
assignment, you will NOT have a fun time. I highly suggest you get the
text early in the summer and work on one chapter a week so you have time to
digest the content.
1) For your first assignment, make
a list of 20 vocabulary words from your assigned chapters. You should choose 20
words that you aren’t familiar with. You may choose them from any chapters you
each word, copy the sentence containing the word and cite it with the page
number. Then, write the dictionary definition. If a word has multiple
definitions, choose the definition that makes the most sense in the context.
should type your vocabulary list in a Google Doc and be prepared to share it
with Mrs. Brooks in the first week of school. A warning: using other people’s words, thoughts, or artwork as your own is
plagiarism. Anyone found plagiarizing, cheating, copying, or misrepresenting
their work in any way will receive a ZERO.
2) For your second assignment,
complete the following activities and writing exercises from the text. You will
read 8 chapters from the book and complete an activity or exercise for each
one. (We will finish reading the rest of the book before the end of the first
semester.) Pay attention to chapter numbers as well as page numbers to ensure
you’re completing the correct exercises. If there is an article to read, you
can find it in the back of the book (use the Table of Contents to help you).
may be a good idea to annotate the
text as you read. Annotation is
making notes such as underlining main ideas, highlighting section headings,
circling vocabulary, writing exclamation points by interesting or surprising
ideas, writing question marks by confusing ideas, etc. There’s no “correct” way
to annotate – you’re marking and writing notes in a way that helps you interact
with the text and remember details when you return to it later. Practicing now
is a good idea, since we will annotate frequently in class!
should type your responses in a SEPARATE Google Doc from the first assignment and
be prepared to share it with Mrs. Brooks in the first week of school. A warning:
using other people’s words or
thoughts as your own is plagiarism. Anyone found plagiarizing, cheating,
copying, or misrepresenting their work in any way will receive a ZERO.
Read “Introduction: Entering the
Complete Exercise 2 at the end of the
chapter (p. 15). This will involve writing 2 paragraphs. It’s okay to feel like
you don’t know what you’re doing – this will serve as a pre-assessment of sorts
as you begin learning about writing essays.
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Read Chapter 1, “They Say: Starting with
What Others Are Saying.”
Read the essay “Don’t Blame the Eater” by
David Zinczenko (back of the book, p. 241).
Complete exercise 2 at the end of the
chapter (p. 29). This will involve imitating the beginning of Zinczenko’s
Read Chapter 2, “Her Point Is: The Art of
Complete exercise 1 at the end of the
chapter (p. 40). You will simply write your summaries rather than sharing them
with a classmate. Choose an issue you feel strongly about, even if it’s as
simple as why your favorite singer or food is better than another singer or
Read Chapter 3, “As He Himself Puts It: The
Art of Quoting.”
For each of the bolded section headings,
write a 1-sentence summary of the most important points/tips the authors
emphasize in that section. You may skip the 2 sections that are merely
Read Chapter 4, “Yes / No / Okay, But:
Three Ways to Respond.”
Zinczenko’s essay, “Don’t Blame the Eater”
(p. 241), was written in the year 2002. Significant changes have occurred in
the fast food industry since then, such as increasing quality ingredients and
informing consumers of calorie counts. Choose one argument of Zinczenko’s that
you disagree with (based on developments in the last 16 years) and express your
disagreement in 2-3 sentences using one of the templates from this chapter.
Read Chapter 5, “And Yet: Distinguishing
What You Say from What They Say.”
Read the passage by Julie Charlip in
exercise 1 at the end of the chapter (p. 76). Make a list of 5 signal phrases
she uses to establish what THEY say and 5 signal phrases she uses to establish
what SHE says. A signal phrase may be 2-5 words long and is not just the words
“I” or “he,” though it may include them. Use the chapter to help you!
Read Chapter 6, “Skeptics May Object:
Planting a Naysayer in Your Text.”
Look up the definition of “naysayer” before
you read – it’s vital!
Read the passage by Eric Schlosser in
exercise 1 at the end of the chapter (p. 90). You may notice he doesn’t include
any naysayers, so help him by writing 2 objections to his argument that a
naysayer may raise.
Read Chapter 7, “So What? Who Cares?:
Saying Why it Matters.”
Consider this summer reading assignment as
an argument I am making to you. You may have noticed I neglected to point out
who should care and why. (Or did I????!!!!)
Use the template from p. 96 that begins,
“At first glance, teenagers might say…” and finish it by establishing why you,
my students, should care about this assignment.
Use any template from p. 98-99 and finish
it by establishing why this assignment matters.
you in advance for your hard work this summer! Discussing and utilizing this
book will be a beautiful start to our journey together. If you have any questions this summer, please
don’t hesitate to contact me at firstname.lastname@example.org. Please allow 2-3 days for a