Welcome to 12th Grade Advance Placement...

Mr. DeBolt’s Summer Assignment 12th Grade AP 2014-15

Brackenridge High School 1

Welcome to 12th

Grade Advance Placement Literature

This packet is a guide to your summer packet. It is designed to prepare you for the upcoming school year.

Please read thoroughly.

Contents Introduction ..................................................................................................................................................................... 2

Summer Assignment ....................................................................................................................................................... 2

1. Remembering Major Works Data Sheet (1/3) ............................................................................................................. 3

Remembering Major Works Data Sheet (2/3) ............................................................................................................. 5

Remembering Major Works Data Sheet (3/3) ............................................................................................................. 7

2. Literary Terms Tool Box ............................................................................................................................................ 9

Note Cards ................................................................................................................................................................. 10

3. Understanding Poetry ................................................................................................................................................ 11

Five O’Clock Shadow ............................................................................................................................................... 11

The Sound of Night ................................................................................................................................................... 12

4. Prose Passage ............................................................................................................................................................ 13

from The Adventures of Huckleberry Finn ............................................................................................................... 13

5. Formatting Your Papers ............................................................................................................................................ 15

6. Plagiarism .................................................................................................................................................................. 17



Introduction

The primary goal of the Advanced Placement English Literature and Composition Course at

Brackenridge High School is to develop a student’s ability to evaluate literature critically as both a reader

and a writer. The course regularly emphasizes the development of independent thought and mature habits

of critical thinking. Classroom discussion and active participation are vital to course success. Writing

assignments, both short and long, will be an important and frequent feature of the course. Advanced

Placement English is demanding and intellectually stimulating; less than your total effort will inevitably

lead to frustration and weakened commitment. The course requires your best effort consistently. My email

address is [email protected], so please feel free to contact me in the summer should you have any

questions.

A copy of this packet is posted to this website: http://tinyurl.com/cg3agq3

What should an AP Student should possess?

1. The desire to learn more than the obvious or superficial.

2. The ability to engage in intelligent discussion, involving active listening and constructive speaking.

3. A strong sense of responsibility, sufficient enough to keep up with the individual workload and

contribute meaningfully to group efforts.

4. The willingness to accept constructive criticism from teacher and peers.

5. An open-mind and patience to accept a variety of answers or unresolved questions as starting points

for further thinking and exploring of ideas in works of literature.

6. A strong command of language or the willingness to work hard to catch up with students who

possess such skill.

7. The belief that education is not purely school-related, but rather an on-going and life-long pursuit,

therefore “senior-itis” is eliminated because it shows a lack of character, and reveals a student who

wants to “get the grade” rather than one who loves learning for the sake of learning and enriching

the mind.

Summer Assignment

The summer assignment is designed in four parts and specific information follows:

1. The student will select three previously read AP novels and complete three Remember Major

Works data sheets. This is in preparation for Question 3 on the AP exam.

2. The student will complete a series of literary term cards which will provide critical knowledge

so that you may comprehend the texts. Learning to evaluate literature requires that you develop

an analytical language. This is applicable for the entire AP exam.

3. The student will begin their understanding of poetry analysis which is in preparation for

Question 1 of the AP exam.

4. The student will begin their understanding of prose passage analysis in preparation for Question

2 of the AP exam.

Four Assignment Grades are earned as follows:

Remember Major Works (3) Assignment Due 3rd

day of class

Literary Term Cards Assignment Due 4th

day of class

Poetry Passage Analysis Assignment Due 5th

day of class

Prose Passage Analysis Assignment Due 5th

day of class



Name: _________________________ Date: _______________ Period: _______________

1. Remembering Major Works Data Sheet (1/3)

Purpose: to capture the knowledge of previously read literary works of merit which may be utilized for the third

question of the AP exam. Please note: if I cannot read your writing I cannot grade it.

Directions: Use the information below to review a major novel you have read that you might use for question three

on the AP Literature Examination.

1. Title (novel or play):

2. Author and Date First Published:

3. Literary Period (i.e.: romantic, naturalism, etc):

4. Setting: (Provide: time, place, and atmosphere, especially if the setting is a major element in the work)

5. Protagonist

a. Name

b. Personality

c. Appearance

6. Antagonists (s)

a. Name

b. Personality

c. Appearance



7. Brief plot summary:

8. Main Conflict: (think in terms of what the protagonist’s wants/desires and what is keeping him/her from getting

it).

9. Resolution of main conflict:

10. Two Major Themes: (What universal truths about life or human nature are revealed?)

1.

2.

11. Symbols (identify at least 2 symbols and explain their meaning):

1.

2.



Name: _________________________ Date: _______________ Period: _______________

Remembering Major Works Data Sheet (2/3)









5. Protagonist

a. Name

b. Personality

c. Appearance

6. Antagonists (s)

a. Name

b. Personality

c. Appearance





it).



1.

2.


1.

2.



Name: _________________________ Date: _______________ Period: _______________

Remembering Major Works Data Sheet (3/3)









5. Protagonist

a. Name

b. Personality

c. Appearance

6. Antagonists (s)

a. Name

b. Personality

c. Appearance





it).



1.

2.


1.

2.



2. Literary Terms Tool Box

Purpose: to begin to learn the language of literature.

Directions: define the words and provide an example of each (see next page for an example). Record the

information for each term using a separate 3 x 5 or 5 x 7 inch note card (see page 10 for specific format of your note

cards). Number the cards as shown below

Diction

1. Connotation

2. Denotation

Literary Device

3. Archetype

4. Motif

5. Theme

Figurative Language

6. Apostrophe (not the grammar mark)

7. Conceit

8. Metaphor

9. Metonymy

10. Personification

11. Simile

12. Symbol

13. Synecdoche

14. Synesthesia or Synaesthesia

15. Cliché

16. Satire

Sound Devices

17. Alliteration

18. Assonance

19. Consonance

20. Onomatopoeia

Imagery

21. Auditory

22. Gustatory

23. Olfactory

24. Tactile

25. Visual

26. Organic

27. Kinesthetic

Tone and Irony

Define Tone and Irony and each term in that category

separately.

28. Tone

a. Positive

b. Negative

c. Neutral

29. Define Irony and each term below separately.

a. Dramatic

b. Situational

c. Verbal



Note Cards

Directions: Using note cards document the literary term (see below).

Gather and record your information on the card in this manner

Side 1: Term and definition (either side can be side 1)

Side 2: Example of term used in literature, document the author of the example.

Side 1

11

Simile:

A directly expressed comparison; a figure of

speech comparing two objects, usually with

“like,” “as,” or “than.” (The plural of “simile”

is “similes” not “similies.”)

Side 2

A note about Note Cards: additional terms will be given and you should plan accordingly.

“Sweet as the murmur of the brook and the

rustle of the corn. —“

Ralph Waldo Emerson

Term

Definition

Example

Author: as

applicable

Sequential numbering (see list)



3. Understanding Poetry

Below are two poetry selections with questions that follow. Read the poems carefully and respond to the questions.

Responses should be typed following the guidelines at the end of this document.

John Betjeman was born on August 28th, 1906, near Highgate, London. His father was a cabinet maker, a

trade which had been in the family for several generations. The family name was Betjemann, with two 'n's,

but John dropped the second 'n' during the First World War, to make the name less German.

Sir John Betjeman, Poet Laureate of England from 1972 until his death in 1984, uses language in ways that

make the ordinary seem very important. He suffered from Parkinson’s Disease for the last ten years of his

life.

Five O’Clock Shadow Sir John Betjeman (1906-1984)

This is the time of day when we in the Men’s ward

Think “one more surge of the pain and I give up the fight.”

When he who struggles for breath can struggle less strongly:

This is the time of day which is worse than night.

5 A haze of thunder hangs on the hospital rose-beds,

A doctors’ foursome out of the links is played,

Safe in her sitting-room Sister is putting her feet up:

This is the time of day when we feel betrayed.

Below the windows, loads of loving relations

10 Rev in the car park, changing gear at the bend,

Making for home and a nice big tea and the telly:

“Well, we’ve done what we can. It can’t be long till the end.”

This is the time of day when the weight of bedclothes

Is harder to bear than a sharp incision of steel.

15 The endless anonymous croak of a cheap transistor

Intensifies the lonely terror I feel.

Using Skills to Understand the Poem

The tone of “Five O’Clock Shadow” is largely produced by the poet’s careful word choice. The study of

diction includes consideration of the effect of a word’s sound, as well as its connotations and the possibility

of double meanings.

Analyze how the diction helps create the tone of the poem by considering such words and phrases as “haze

of thunder hangs” (line 5), “safe in her sitting-room” (line 7), “betrayed” (line 8), “loads of loving

relatives” (line 9), “Harder to bear” (line 14), “anonymous croak” (line 15).

Maxine Kumin has published fifteen books of poetry, was awarded the Pulitzer Prize in 1973, and served as

Consultant in Poetry to the Library of Congress before that post was renamed Poet Laureate of the United

States. “The Sound of Night,” published in 1961, plays with sound devices such as onomatopoeia, in

which words imitate nonverbal sounds. The poet’s diction is worth close analysis, as is her use of figurative

language to convey ideas. Kumin lives on a horse form in New Hampshire, where this poem is set.



The Sound of Night Maxine Kumin (b. 1925)

And now the dark come on, all full of chitter noise.

Birds huggermugger crowd the trees,

the air thick with their vesper cries,

and bats, snub seven-pointed kites,

5 skitter across the lake, swing out,

squeak, chirp, dip, and skim in skates

of air, and the fat frogs wake and prink

wide-lipped, noisy as ducks, drunk

on boozy black, gloating chink-chunk.

10 And now on the narrow beach we defend ourselves from dark.

The cooking done, we build our firework

bright and hot and less for outlook

than for magic, and lie in our blankets

while night nickers around us. Crickets

15 chorus hallelujahs; paws, quiet

and quick as raindrops, play on the stones

expertly soft, run past and are gone;

fish pulse in the lake; the frogs hoarsen.

Now every voice of the hour—the known, the supposed, the strange,

20 the mindless, the witted, the never seen--

sing, thrum, impinge, and rearrange

endlessly; and debarred from sleep we wait

for the birds, importantly silent,

for the crease of first eye-licking light,

25 By the lake, locked black away and tight,

we lie, day creatures, overhearing night.

Using Skills to Understand the Poem

1. Consider the poet’s use of unusual words in this poem. What part of speech is chitter according to the

dictionary, and how is it used in line 1? What do you notice about the placement and meaning of the

word huggermugger in line 2? Finally, how does the use of vesper in line 3 continue the mood created

by the other images in the first stanza?

2. Air cannot be literally “thick” with sounds. How does the figurative device of synesthesia work in line

three?

3. What do alliteration, assonance, and consonance add to the mood of the poem?

4. The bats are the subject of a metaphor in line 4. What do the bats have in common with kites? How

does the kite reference help you to form a mental image of the bats? If necessary, use a photograph of a

bat to help you answer the question.

5. Consider the poet’s description of the frogs line 7-9. What is unusual about the word choice, and what

is the effect of these choices? What is added by the sounds of the words?

6. Consider the verbs used in lines 5-6. What is the overall impression produced by this string of verbs?

7. Analyze the metaphors in line 14-16. What connects these comparisons?

8. In line 23, what does the poet mean when she says that the birds are “importantly” silent? What two

meanings of this adverb fit the poem?



4. Prose Passage

from The Adventures of Huckleberry Finn By Mark Twain

Born on November 30, 1835, in Florida, Missouri, Samuel L. Clemens wrote under the pen name Mark

Twain and went on to pen several novels, including two major classics of American literature, The

Adventures of Tom Sawyer and Adventures of Huckleberry Finn. He was also a riverboat pilot, journalist,

lecturer, entrepreneur and inventor. Twain died on April 21, 1910, in Redding, Connecticut. Samuel

Clemens, published The Adventures of Huckleberry Finn in 1884. In this satiric passage from the book many

acknowledge as the “Great American Novel,” Huck, the first person narrator, has been taken in by the

Grangerfords, who live in a “big old-fashioned double log house” with a “new rag carpet” in the “big

parlor.” The lady of the house smokes a corn cob pipe, pipe, but the front door has “a brass knob to turn,

the same as houses in town.” These are classy folks: “There warn’t no bed in the parlor…Col. Grangerford

was gentleman, you see.” After many more words of admiration for the “beautiful oilcloth” tablecloth and

the pater fruit in the basket, chipped, to be sure, yet, “much redder and yellower and prettier than real ones,’

the young narrator begins to study the pictures on the walls. In this passage, the author uses Huck’s

ingenuous voice to indirectly satirize these “aristocrats,” mocking their pretensions and sentimentality.

Emmeline Grangerford is characterized only by her “crayon” drawings and her “very good poetry.” For she

is dead. Huck is, of course an unreliable narrator, naïve enough to be impressed and yet occasionally

honest about his feelings.

Skills to understanding

Read carefully the passage and respond to the questions that follow.

5

10

15

20

25

They had pictures hung on the walls—mainly Washingtons and Lafayettes, and battles,

and Highland Marys, and one called "Signing the Declaration." There was some that

they called crayons, which one of the daughters which was dead made her own self

when she was only fifteen years old. They was different from any pictures I ever see

before—blacker, mostly, than is common. One was a woman in a slim black dress,

belted small under the armpits, with bulges like a cabbage in the middle of the sleeves,

and a large black scoop-shovel bonnet with a black veil, and white slim ankles crossed

about with black tape, and very wee black slippers, like a chisel, and she was leaning

pensive on a tombstone on her right elbow, under a weeping willow, and her other

hand hanging down her side holding a white handkerchief and a reticule, and

underneath the picture it said "Shall I Never See Thee More Alas." Another one was a

young lady with her hair all combed up straight to the top of her head, and knotted

there in front of a comb like a chair-back, and she was crying into a handkerchief and

had a dead bird laying on its back in her other hand with its heels up, and underneath

the picture it said "I Shall Never Hear Thy Sweet Chirrup More Alas." There was one

where a young lady was at a window looking up at the moon, and tears running down

her cheeks; and she had an open letter in one hand with black sealing wax showing on

one edge of it, and she was mashing a locket with a chain to it against her mouth, and

underneath the picture it said "And Art Thou Gone Yes Thou Art Gone Alas." These

was all nice pictures, I reckon, but I didn't somehow seem to take to them, because if

ever I was down a little they always give me the fan-tods. Everybody was sorry she

died, because she had laid out a lot more of these pictures to do, and a body could see

by what she had done what they had lost. But I reckoned that with her disposition she

was having a better time in the graveyard. She was at work on what they said was her

greatest picture when she took sick, and every day and every night it was her prayer to



30

35

be allowed to live till she got it done, but she never got the chance. It was a picture of a

young woman in a long white gown, standing on the rail of a bridge all ready to jump

off, with her hair all down her back, and looking up to the moon, with the tears running

down her face, and she had two arms folded across her breast, and two arms stretched

out in front, and two more reaching up towards the moon—and the idea was to see

which pair would look best, and then scratch out all the other arms; but, as I was

saying, she died before she got her mind made up, and now they kept this picture over

the head of the bed in her room, and every time her birthday come they hung flowers

on it. Other times it was hid with a little curtain. The young woman in the picture had a

kind of a nice sweet face, but there was so many arms it made her look too spidery,

seemed to me.

Note: Please type your responses to these questions using the MLA guidelines listed below.

1. Satire

a. What is being satirized in this passage?

b. How does Huck’s understatement about the pictures serve to deliver Twain’s satiric point?

2. Diction

a. Consider the diction in Huck’s description of the first two pictures.

b. Is Huck aware of the connotations of his metaphorical vehicles?

c. Are they appropriate to the tone of the pictures?

d. How do the similes contribute to Twain’s satire?

3. Cliché

a. Is Huck aware that many of the details in the drawings are clichés?

b. What do the clichés contribute to the humor of the passage?

4. Characters

a. Consider how the Grangerford family has responded to Emmeline’s death.

b. How does Huck in his simple honesty undercut the family’s opinion of the artist and her

pictures?



5. Formatting Your Papers

* For this assignment, single space your paper as the only part to type are the questions from the prose

passage analysis.

General MLA Guidelines

Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper.

Double-space the text of your paper, and use a legible font (e.g. Times New Roman). Whatever font

you choose, MLA recommends that the regular and italics type styles contrast enough that they are

recognizable one from another. The font size should be 12 pt.

Leave only one space after periods or other punctuation marks (unless otherwise instructed by your

instructor).

Set the margins of your document to 1 inch on all sides.

Indent at least 5 spaces the first line of paragraphs one half-inch from the left margin. MLA

recommends that you use the Tab key as opposed to pushing the Space Bar five times.

Create a header where you enter your last name and that numbers all pages consecutively in the

upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your

instructor may ask that you omit the number on your first page. Always follow your instructor's

guidelines.)

Use italics throughout your essay for the titles of longer works and, only when absolutely necessary,

providing emphasis.

If you have any endnotes, include them on a separate page before your Works Cited page. Entitle

the section Notes (centered, unformatted).

Quotes

Utilize quotes that derive from the source used in class. If you copy quotes from the internet, insure that they

represent the same version as they book read in class.

Format quotes by using quotation marks (“”).

Format multiple line quotes with quotation marks and then use a forward slash (/) to indicate a new line.

Example: These lines are shown in the book such as

When shall we three meet again

In thunder, lightning, or in rain?

In the essay you may quote multiple lines in this format: “When shall we three meet again / In thunder,

lightning, or in rain?”



First Page Format Example (general example to formatting)

____________________________________________________________________

Student Last name 1

Name

Date

Period

English IV AP

Title

The tragic figure of Macbeth is steeped in blood as the

protagonist declares his blind ambition to seek the Scottish Crown by

destroying King Duncan and all those who stand in his way.

Macbeth begins his chaotic journey as the three Weird Sisters’

prophesize the destruction of the main character. Act 1, Scene 1, the

Weird Sisters talk in trochaic octameter, 3 times, in the use of triune

imagery as they chant, “Fair is foul, and foul is fair” this inversion of

words creates a paradox for Macbeth as he determines their

interpretation and later echoes these words Act 1, scene 3., “So foul

and fair a day I have not seen”.

Student last

name

and

page number

placed in the

header.



6. Plagiarism

Plagiarism: plagiarism is using someone else’s words or ideas in your writing and not properly giving the other

person credit. It is the unauthorized use of the language and thoughts of another author and representation of them as

one's own (Random House Webster's College Dictionary, 2000)

Examples of plagiarism:

Copying an article from the Internet or print source and turning it in as your own paper with no quotation

marks and no sources indicated.

Copying parts of articles from a number of sources and putting them together in your own paper, with no

quotation marks and no sources indicated.

Paraphrasing a paragraph from a book, article, or website without indicating the source.

Using a few sentences from a book, article, or website word-for-word in your paper and not using quotation

marks AND indicating the source.

Using the same structure, thesis, or concept that an author uses in a book, article, or website and not

indicating the source.

How to avoid plagiarism:

When you use information from a book, article, or website, always indicate where your information came

from within the text of your paper. It is NOT enough to list your sources in a bibliography attached to your

paper. Even if you are paraphrasing someone else's ideas or words, you need to indicate the author in the text

of your paper.

Avoid copying and pasting from the Internet or photocopying information from books. Instead, TAKE

NOTES and keep careful track in your notes of where your information is from.

Keep track in your notes of whether information is a paraphrase or a word-for-word quotation (use quotation

marks for quotes), and keep track of the source and page number.

Cheating: Taking OR GIVING answers or information about assignments or tests or any class related work.

Examples of Cheating:

Copying someone else’s answers on a test.

Using a crib sheet on a test without the teacher's permission.

Copying someone else’s homework OR letting someone copy your homework.

Sharing test answers electronically during a test (via cell phone, PDA, or other device).

”Working together” on an assignment without permission.

Telling a student from a later class what the test covered or what specific questions ask.

How to avoid cheating?

Simple—ALWAYS, ALWAYS, ALWAYS do YOUR OWN work.

NEVER let someone copy your work on a test or assignment.

NEVER talk about a test in the halls or at lunch, no matter how much someone begs you to spill the beans!

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