8/31

Warm-up - Evaluate Einstein's effectiveness (or lack thereof) in appealing to his audience through ethos, logos, and pathos.

Classwork - LOC pages 10-26 - visual analysis and arrangement

Homework - Study for quiz on pages 1-26

8/30

Warm-up:  How do you change your writing for different audiences?  Why?

Classwork:  Read pages 1-10 of The Language of Composition (LOC)

Homework:  Study the terminology in the first Chapter of LOC - Quiz on Wednesday on pages 1-26.

8/27

Warm-up - Quickwrite Prompt - What was your reaction to Nickel and Dimed?  Were your perceptions of working class and the working poor transformed or verified by reading this book?  Explain.  To what extent were your perceptions about the world of work changed or reinforced?

Classwork - Whole Class Discussion of Nickel and Dimed (see attached notes)

Homework - Define rhetoric



PD 2 Discussion
Did you think her experience was equal to conditions other working class people endure? What advantages did she have that they did not?


• Equal to an extent , some worse than her & vice versa. Had advantage of this not being her real life & she actually had own job

• Didn’t have the same experience as those who actually had to endure this in their real lives. No family,

• Could easily relocate and switch jobs if she had to, had savings money in comparison to people who did not have these savings and would have had to work harder

• Hard to not use previously attained knowledge when in work force. Subconsciously used knowledge. Ex- interviewed better

• Had a car & was paid off. Low wage workers most likely have taken out loans if they even had a car

• Had the option of healthcare & the money to take care of random sickness or condition. Ex- rash

• Entire experience inauthentic, “fake life”, no back up plan for regular low wage workers. Regular people had a multitude of problems that she would have never faced.

• Referred to it as an experiment and constantly repeated this instead of trying to fully immerse herself into the life of a low wage worker in those respective places

• Dramatized/ had to because she knew it was fake and emphasis was necessary to keep reader interested

• Cant “buy” struggle & cannot be put into situation legitimately

• Too many perks and lavish things to fully endure low wage life

• Exploiting experience of real low wage workers.

• Credit to Ehrenreich for actually trying and experiencing events detailed in novel

• Didn’t completely forget about those who she worked with & tried to help with minimum wage standards




Why do you think that poverty is cyclical?
• So many obstacles to endure, once past one obstacle another comes up

• Poor tend to not have education and cannot save up money due to lack of sufficient funds

• Always discouraged to attempt to better their situation due to regulations, don’t want the stress of being let down repeatedly

• Cannot afford to not have a job if they wished to search for a better & high paying job or opportunity to raise level of education.

• Tend to be unhealthier because healthier foods cost more & those living in motels & other living arrangements do not have the luxury of a kitchen that includes a stove.



Pd 3
Did you think her experience was equal to conditions other working class people endure? What advantages did she have that they did not?

• Experiences real, lifestyle was basically equal. Not totally authentic because it was not her regular lifestyle. Partial advantages.

• Disadvantages also, convenience of travel. Previous money saved before. Wasn’t accustomed to the lifestyle.

• Major advantage of car. Without mobility, tasks that Ehrenreich did would be not as easy

• Major advantage was the confidence and energy she had to approach the job

• Ehrenreich had no children to feed or other family members to support

• Extra leftover money from previous jobs was an advantage

Drug testing

• Drug testing is for good reason

• Drug free workers are more productive

• Background tests should also get attention along with drug tests

• Background tests done mostly

• Drug tests are often inaccurate and easy to get around

• Drug addicts could get around tests easily

• Random testing could be adequate alternative

• Weaknesses in targeting specific groups and possibility of missing drug users

• Drugs are not the only threat for employers

• Not announcing drug tests affects behavior profoundly

• *off topic sorta* airplane testing random people, often viewed by people as profiling

• Profiling is still prevalent issue

• Profiling is human nature

• If not human nature, it is instilled generally very early in life

What do you think that Ehrenreich should be given credit?

• Ehrenreich shouldn’t be given too much credit for actual experiment because many of the thoughts conveyed were not her own

• Ehrenreich good narrator overall, gets off topic often

• Ehrenreich may have come off as “rude” or “insensitive”

• Not credible source, had many advantages

• Had advantage of leaving jobs while her co-workers were stuck there

• Often very hypocritical? Conflicting thoughts by her

• Did try to understand and grasp certain challenges as best as she could

• Good choice by going to Maine and Minnesota because of the competition with other Caucasian workers

• Very weird when categorizing different feces (lol)

• Explicit details inserted in book to help convey the disgust felt by her

Why do you think that poverty is cyclical?

• People are born into poverty and its hard to break the cycle

• Once into poverty, it is hard to escape because the money that is made goes to essentials

• If one were to try to get a new job then they risk missing work at current job and losing money

• Education is key

• When born into poverty, mindset is very important

• Poverty is very communal, community can greatly influence individuals

• Motivation sometimes just isn’t enough when the funds aren’t there

• In certain areas, poverty weighs down on the one impoverished area, and life sometimes is expected

• A lot of times, poverty is adapted to and becomes instilled in their lives.

Should there be more or less regulations for business owners(such as health insurance)

• Health insurance should be made more affordable for small businesses and families

• Health problems are not by choice for the most part.

• Insurance companies can charge base premiums to their desire

• Consumers do not have the choice to receive the cheapest health coverage possible

• Companies would rather insure people with little health problems for most profit

• US should have health insurance

• Problem is that it conflicts with US constitution

• People are often prioritized in other countries government provided systems



Pd 4 Discussion

Do the advantages that Ehrenreich had invalidate her experiment or was she able to honestly experience the conditions of the working poor?



-stand up to bosses

-cars go further

-knew people to live with

-had something to back up on to

-no kids

-wasn’t starting from scratch

-had money for side problems (dermatologist)

-didn’t have fear of being homeless or starving

-wasn’t a real experience for her

-selfish and didn’t get the real idea

-doesn’t have the same mindset as those living in the low wage working class- transitioned from high to low

-journalistic and just her experiment to see if it was possible to survive off minimum wage.

-her experience was easier to relate to







How you think we should handle health insurance for the working poor?



-should be free for working poor

-they work the hardest

-can’t financially afford to pay for health insurance

-giving the working poor free insurance wouldn’t be financially possible for the government

-investigate on the people who receive free healthcare

-find out which people really need it

-some major employers should provide their employees with healthcare

-

Back to School Night

Reminder:  Back to School Night will be August 31st.  Please join us at 6:30pm.

8/26

Warm-up - Using your TASS book, find 2 sentences on the first 2 pages of Nickel and Dimed that match one of the patterns.

Classwork - Group discussions of Nickel and Dimed

Homework - Parent forms

8/25

Warm-up - Syllabus Anticipation Guide

Classwork - Discuss Syllabus, work in groups to discuss and present senarios from the 25 Ways to Infuriate Your Teacher, shared information from Student Surveys

Homework - Due Friday - TIPS worksheet #1 about Syllabus expectations, Parent Surveys, Student Release Forms

***If you will not see your parent or guardian before Friday, please send me an email telling me when you can turn in the work that requires signatures.***

8/24

Warm-up - Essay Topic Reflection

Classwork - Overview of AP essay rubric, composed essays on Nickel and Dimed

Homework - Student Survey (due tomorrow) 
Parent Survey and Student Release Form (due by Friday if possible)

8/23

Warm-up - Turn in The Art of Styling Sentences.  Review for tests.

Classwork - Take tests on Nickel & Dimed and TASS.

Homework - Prepare for Essays on Nickel and Dimed by outlining a response and/or selecting several relevant examples from the text. You can use this outline/brainstorming during your writing, and it must be stapled to your in class essay.
Possible topics:
1. What are the major obstacles with housing that low-wage workers face in the book?
2. To what extent are the low-wage workers able to be successful? What levels of success are they capable of achieving?  How are hard work and success connected?

Welcome To AP English Language and Composition

I am looking forward to getting to know each of you this year as we move through the challenging and exciting tasks of learning to read and write on the college level.  As we begin this magical year of reading and writing, please bookmark this blog so that you have daily access to assignments, discussion notes, and classroom documents.  Use the Helpful Links on the right side of the page to navigate to related content.  The site labeled classroom documents is a repository for any paperwork that you might need to access from home. 

Feel free to comment on any posts or to email me at jodi.fetterolf@pgcps.org with any questions or concerns.

College Senior Survey and Information

SUMMIT students must turn in this info to Ms. Price. All others - it is meant to help you with your search this summer.


Bowie High SUMMIT Class of 2011!!!!!
Senior College Survey
This document is part of our promised support of you in the college application process. Ms. Price will look over your specific college information and give you some comments and advice to help you as you finalize your college lists. If you haven’t begun to think about your college choices, no worries! You have plenty of time, and that is why I am giving you this info now.
Please carefully read the following information; complete the requested information and return to Ms. Kelly Price in Room 250 by September 30th, 2010.
I strongly recommend you apply to:
a) Two schools to which you have a 25% chance of being offered admission, and
b) Two schools to which you have a 50% chance of being offered admission, and
c) Two schools to which you have a 75% chance of being offered admission, AND
d) Two schools to which you have a 90% chance of being offered admission.
NOTE: Letters “c” and “d” are the most important – as long as you are applying to these four schools, “a” and “b” are not even necessary. But if you are applying to an “a” or “b” school, you MUST apply to the “c” and “d” schools. You are severely limiting your options if you do not.
Note: If you applying to any competitive schools, I recommend that you apply to eight schools. This decision will give you the most options, especially financial options. IF you are applying to a school to which you have only a 25% chance of admission, you MUST apply to at least five other schools to which you have a better chance of admission. If you are applying to two schools you have a 25% chance of getting into, you need to apply to eight total. I am basing this recommendation on the advice of MANY experts whose work I have read.
NOTE: NO ONE, not even a genius, has more than a 25% chance of getting into any very selective college like Georgetown, Duke, Northwestern, Carleton, Princeton, Brown, etc. NO ONE. Last year, Yale University turned away half of its applicants who had perfect SAT scores.
Please answer the following:
Your career goals, general areas of interest. If you don’t know, that is okay. You can give me a vague answer: __________________________________________
_____________________________________________________________________
Please list your highest SAT Scores below. Please either attach a copy of your score report OR just show Price your scores on her computer.
Highest Critical Reading Score: ______
Highest Math Score: ___________
Highest Writing Score: ___________
Are you taking the SAT again? _________ If so, when? _____
Your cumulative GPA: _______
In order of selectivity (that is, the college MOST difficult for you to get into and ending with the college EASIEST for you to get into), list:
the colleges/universities you are definitely or pretty sure you are applying to,
the reasons you are applying there*,
their acceptance rate, and
your chances for admission**.
* Reasons for applying: If you’re not sure why you’re applying, then you need to find out.
Poor reasons for applying:
“I can’t stand the thought of going there, but my parents are making me.”
“It’s an Ivy League school.”
“They sent me a free application.”
Note: These reasons might be good ones to START THINKING about applying to a college; after you begin to learn more about the school, you may actually like it. Remember: If you’re applying to the college, you might actually get in, and they may offer you the best financial aid package, and your parents may say, “This is where you are going.” Thus, you need to find ways to be happy there.
** Your chances for admission. If you don’t know what your chances of admission are, you need to find out. Look at the freshman profile on the college’s website or consult the College Board’s “My College Quick Start” service for help. Think in terms of a 25% chance to get in, a 50% chance, 75%, or 90%. (NOTE: NO ONE, not even a genius with perfect SAT scores, has more than a 25% chance of getting into any very selective college like Georgetown, Duke, Northwestern, Carleton, Princeton, Brown, etc. NO ONE.)
__________________________________________________________________________
Example of a freshman profile (I simply went to UMD’s website and searched “freshman profile” on the site.)
University of Maryland College Park Freshman Profile Information
“For the Fall 2009 Freshman class, we received over 28,000 applications for a class of 4,150. (actual acceptance rate: 39.2%) For the Fall of 2009, students admitted to the University of Maryland have an average (weighted) GPA of 3.98 and the middle 50% of SAT scores ranged from 1230 to 1390 [math and critical reading combined score], and between 27-31 on the ACT. As a result, 25% of the admitted students scored below a 1230 on the SAT and 25% scored above a 1390.” *From the UMD website
Example of how to list your college choices:
College: University of Maryland College Park
Reason you are applying: I like their engineering program and also their public policy program, hope to get in their Honors College, want to be near D.C., in-state tuition
Definitely or maybe applying? definitely
Acceptance rate: 39.2%
Chance of admission for me: 50%. (If your weighted GPA is a 4.10 and your SAT is a 1310, you would be right in the middle average of their freshmen profile, so your chances of getting in are 50/50.)
Now, list the Colleges you are DEFINITELY applying to and Colleges You MIGHT apply to (in order of hardest to easiest for YOU to get into):
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:

College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
College:
Reason for applying:
Definitely or maybe applying?
Acceptance rate:
Chance of admission for YOU:
Please check out the following books and websites as you finish your college search:
Books/Sites I Highly Recommend (I have all of these books in my classroom – you are welcome to come and look at them.)
www.collegeboard.com – Of course! Be sure you are using MyCollege QuickStart.
Harvard Schmarvard – by Jay Mathews, the Washington Post’s main education reporter. Mathews, a Harvard grad, explains why Ivies and other elite institutions are not nearly what they are cracked up to be for undergraduates. He lists 100 schools that high school students should be sure to consider instead.
http://voices.washingtonpost.com/class-struggle/admissions_101/ (Jay Mathews’ Washington Post discussion board about college admissions)
8 First Choices: An Expert’s Strategies for Getting into College. Joyce Slayton Mitchell and Winning the Heart of the College Admissions Dean (an earlier version of 8 First Choices) These books are WONDERFUL.
Looking Beyond the Ivy League: Finding the College that’s Right for You. Loren Pope. I LOVE THIS BOOK.
Fiske Guide to Colleges 2010: Edmund Fiske. THE BEST COLLEGE GUIDE, IN MY OPINION.
The Hidden Ivies: Howard Greene and Matthew Greene. VERY GOOD LOOK AT FIFTY VERY SELECTIVE SCHOOLS.
Colleges that Change Lives -- Loren Pope. POPE FIGHTS THE MAN IN THIS BOOK – HE IS WONDERFULLY ANTI-ELITIST and has spent a great deal of time finding great schools that actually serve their student body.
www.ctcl.org -- This website, based on the philosophy of Loren Pope’s book Colleges that Change Lives, is a wonderful resource. This site/book focuses on 40-some colleges that: “share two essential elements: a familial sense of communal enterprise that gets students heavily involved in cooperative rather than competitive learning, and a faculty of scholars devoted to helping young people develop their powers, mentors who often become their valued friends."

This dynamic group of schools also share some other common attributes that have led to their distinction as colleges that change lives:
Low student-to-faculty ratios that foster collaboration, engaged learning, and personal attention. Classes are taught by professors, not TAs.
A commitment to undergraduate education that focuses on the liberal arts and sciences. Opportunities for undergraduate research are prevalent.
A living and learning environment that is primarily residential and emphasizes the benefits of community, personal growth, participation, and involvement.
Smaller student enrollments that allow students to be known and recognized as individuals.
Out-of-classroom learning opportunities that provide students with an added perspective about themselves, their interests, and the global community. Participation in internships, study abroad, service to others, and special interest activities is common and expected.
Holistic admission policies including several with "test-optional" applications for admission. These schools take into consideration everything about an applicant—not just their numbers on an application.
Alumni networks that help graduates with professional and career development opportunities as well as foster lifelong friendships based on an involved and engaged undergraduate student experience.
For many talented and motivated students, CTCL colleges provide the ideal living and learning environment for students to meet and exceed their own expectations for personal intellectual growth—indeed, an experience that changes lives.

Pope believes that the colleges' power lies in how they go about transforming their students. "The focus is on the student, not on the faculty. There are no passive ears; students and faculty work so closely together, they even coauthor publications. Teaching is an act of love. Learning is collaborative rather than competitive; values are central; there is a strong sense of community. They are places of great synergy, where the whole becomes greater than the sum of the parts. Aspirations are raised up; young people are empowered. It is those qualities that develop leaders, people who can land on their feet, who are bold and imaginative, and who can see the big picture."
CHECK OUT THESE SCHOOLS THAT POPE RECOMMENDS!!

Colleges that Change Lives
AGNES SCOTT COLLEGE
ALLEGHENY COLLEGE
AUSTIN COLLEGE
BELOIT COLLEGE
BIRMINGHAM-SOUTHERN COLLEGE
CENTRE COLLEGE
CLARK UNIVERSITY
CORNELL COLLEGE
DENISON UNIVERSITY
EARLHAM COLLEGE
ECKERD COLLEGE
EMORY & HENRY COLLEGE
THE EVERGREEN STATE COLLEGE
GOUCHER COLLEGE
GUILFORD COLLEGE
HAMPSHIRE COLLEGE
HENDRIX COLLEGE
HIRAM COLLEGE
HOPE COLLEGE
JUNIATA COLLEGE
KALAMAZOO COLLEGE
KNOX COLLEGE
LAWRENCE UNIVERSITY
LYNCHBURG COLLEGE
MARLBORO COLLEGE
MCDANIEL COLLEGE
MILLSAPS COLLEGE
NEW COLLEGE OF FLORIDA
OHIO WESLEYAN UNIVERSITY
REED COLLEGE
RHODES COLLEGE
SOUTHWESTERN UNIVERSITY
ST. JOHN'S COLLEGE, MD
ST. JOHN'S COLLEGE, NM
ST. OLAF COLLEGE
URSINUS COLLEGE
WABASH COLLEGE
WHEATON COLLEGE (IL)
WHITMAN COLLEGE
WOOSTER, COLLEGE OF
Misperception: Students who can’t afford $48,000 a year for tuition and room/board should not apply to any private colleges or universities. They should only apply to public universities they can afford.
REALITY: Almost 90% of students who attend college receive financial aid; that is, almost 90% of students do not pay the full sticker price of a college. If you apply to private schools at which you are at the top of the applicant pool, you will surely be offered a nice chunk of merit scholarship money even before the college considers your financial need.
“You won’t have any idea how much a college will cost until you receive your financial aid package. Convince your parents that this is true. Do not select your final [college] list by the advertised cost of the college.” Joyce Slayton Mitchell, Eight First Choices: An Expert’s Strategies for Getting Into College.
MISPERCEPTION: Strong students in the top ranks of their high school class with high test scores will waste their potential at any school outside the Ivy League. They deserve to learn with other motivated achievers.
REALITY: Smaller residential schools are a great example of quality outshining quantity. It’s easier to meet people and forge meaningful—often lifelong—friendships in a small community than it is in a huge crowd. It’s easier to get involved at a smaller school because there’s less hierarchy and red tape; in fact, many students find that there’s less competition for leadership positions, theatre roles, and even student activities funding on a smaller campus.

top ^
MISPERCEPTION: Employers and graduate schools won’t be seriously interested in a graduate from a school they haven’t heard of before. A degree from a name-brand institution means more to employers and graduate schools, and attending a well-known school puts students ahead of the curve and guarantees them successful, meaningful lives.
REALITY: Employers and graduate schools are looking for skills and experience, not evidence of an elite academic pedigree. CTCL graduates frequently outperform their peers at some of the nation's top graduate and professional schools because they’ve done more with their time in college—they’ve become campus leaders, taken on internships or tackled life in another country, completed graduate-level work, and developed the kinds of critical thinking skills necessary for a meaningful life of learning.
MISPERCEPTION: Staying close to home is a good idea because it saves money, and following high school friends makes the transition to college easier.
REALITY: The most important factor in choosing a college is its fit for a student, not its location or popularity. The ideal school may be close to home—or it could be across the country. Regardless of where the school is located, it should offer opportunities for intellectual growth, deeper understanding, and experiences that reward personal curiosity.
Following friends to school doesn’t guarantee an instantly rewarding social life in college—most friends who attend school together have found other interests by the end of the first few weeks. Making new friends at small colleges is easy, and the high school friendships that really matter will stand the tests of time and distance.
Personalities develop significantly in college, and the right school will foster, not hinder, growth. Choosing a school because it is familiar or following the same crowd to a school might even prevent students from developing as independent, capable people with their own interests and passions.

top ^
MISPERCEPTION: If you’re serious about your future career, it’s pointless to take classes in other disciplines. It’s better to focus on one field and become an expert than to know a little about a lot of useless subjects.
REALITY: The decisions you make at eighteen could affect the rest of your life. Few people know exactly what they want to do at the beginning of college, and none of them can predict the future. The people who succeed today have a range of skills and can see connections between disciplines; they’re flexible and can adapt intelligently to change. Even people who are devoted to one field appreciate the perspectives other disciplines can bring to understanding a problem or an issue. It’s more important to have a versatile, multifaceted background and an ability to apply knowledge to many situations than a narrowly focused education in one subject that lacks breadth.

AP Lit Summer Assignment

AP English Literature 12 Summer Assignment 2010
For Class of 2011 ONLY!!

Required Texts:
How to Read Literature Like a Professor – Thomas C. Foster
Snow Falling on Cedars – David Guterson

You are required to purchase the Foster book, please. We recommend that you purchase the Guterson text as well but you may borrow it from the public library; however, you will need this novel for at least the first two weeks of school. These books are available at area bookstores and through www.amazon.com.

This summer assignment is worth at least 25% of your first quarter grade!

Assignment: Due the first day of school 2010!!!

1) Actively and aggressively read How to Read Literature Like a Professor by Thomas C. Foster. We will use the ideas in this book throughout the year as a basis for approaching texts analytically.

2) Outline each chapter from How to Read in a journal that you will use every day for English (either a spiral or a small binder). Be thorough and specific, and be sure your work is your own. The purpose of outlining this book is so that you may use it as a reference all year long. If you don’t know how to outline, please look it up on the Web.

3) Actively and aggressively read the novel Snow Falling on Cedars by David Guterson.

Format: You may actively read Snow Falling in any of the following ways:
a) writing directly in the book (highlighting/underlining with LEGIBLE marginal notes)
b) using Sticky Notes in your novel
c) adding your notes directly to the Foster journal in bullet or outline form

Content: During and after your reading of Snow Falling on Cedars, particularly consider the following chapters from How to Read Literature Like A Professor.
a) Chapter 10 – “It’s More than Just Rain or Snow”
b) Chapter 11 – “Violence”
c) Chapter 12 – “Is That a Symbol?”
d) Chapter 13 – “It’s All Political”
e) Chapter 16, 17 – “Sex”
f) Chapter 19, 20 – “Geography Matters” and “Season”
g) Chapter 21, 22, 24 – “Marked for Greatness,” “Disease,” “Illness,” etc.

* Also consider and note the following as and after you read:
h) Make a list of questions that arise as you read. This is a normal reading activity since you are supposed to question the text. No one knows what the text "means" before finishing the book! Suggestions for questions: Predict, infer, speculate, wonder, explore.

i) Track and study character as you read, especially the main character. Consider: What kind of person is the main character? What do other characters think or say about this character? Why do they feel this way? How does the main character relate to other characters in the book? What does your character seem to value, to believe in, to desire? How does the character change throughout the novel? What does he or she learn; how does he or she grow? Explain and give support for your answers.

j) What patterns or motifs seem to be emerging as you read? Are you noticing patterns of words, images, ideas (for example, flowers can be motifs, as can the idea of time, as can an image of a road, etc. -- anything that seems to consistently reappear in a text )? What could these patterns or motifs suggest or mean?

k) Assemble a collection of memorable quotes from the text. Explain why you chose each. What do they reveal or suggest about character or theme? What about the author’s style do you find interesting or noteworthy?

l) What do you feel is the most important word or phrase in the book? What is the most important passage? Explain why it is important.

m) What does the author seem to be saying about life and living (the human experience) through this book? What seems to be the major point the author wants you to remember?

m) Anything else you think is significant or interesting about the book…

YOU SHOULD MAKE, AT THE VERY LEAST, THREE THOUGHTFUL COMMENTS PER CHAPTER OF SNOW FALLINGON CEDARS.

**Please be prepared, on the first day of school, to:
a) Write in-class essays applying the above Foster concepts to Guterson’s novel.
b) Complete a multiple choice exam on this novel.
c) Take a multiple choice test on How to Read Literature as a Professor book
d) Submit your How to Read Literature as a Professor outline and your Snow notes

Please remember that you won’t know for certain what your schedule is until the first day of school; THERFORE, BRING ALL OF YOUR SUMMER WORK ON THE FIRST DAY OF SCHOOL to be sure you submit it on time!! If you end up not having AP Lit on the first day, then bring your work again the next day. It will be marked late if it is not submitted on the first day of class.

Note: You are entering Advanced Placement English Literature with a level of mastery of these works. Reading these works merely “to get them done,” or otherwise superficially or perfunctorily, will not do. We expect you to interact with these texts in preparation to thoughtfully, maturely, and critically converse and write about these texts.

We are very happy you are taking this course with us. We truly hope and believe you will enjoy these books. How to Read is immensely helpful and Snow Falling a joy to read. It has everything: It is a war story, a love story, a courtroom drama, and a murder mystery. Plus the prose is stunning, lush and lyrical – like poetry.

If you have questions, call or e-mail us (janell.johnson@pgcps.org or kprice@pgcps.org ). If we don’t reply to your e-mail within three days, just call Price’s cell (410.279.7164).

HAVE A GREAT SUMMER, AND HAPPY READING!!!!!!!! Keep in touch!!!