Question

austin high school
incoming 11th grade ap language and composition
summer reading assignment 2012

welcome to advanced placement english language and composition. this is a nonfiction course where reading, writing, and analysis will support you in your college endeavors. additionally, you will be prepared to take the ap exam in the spring. to ensure your brains remain fresh and engaged as readers during the summer break, we ask you to make a selection from the four titles on this assignment sheet. each title deals with a specific social issue so choose the one that appeals the most to you! in august, we will immediately examine these social issues in various contexts and begin in earnest to study the elements of argument.

the assignment

1. select and read one book from the list.
2. complete an interactive readers log including ten entries.

what should the interactive readers log contain?
you will select ten quotations/passages from the text that reflect the entire work. one strategy would be to divide the number of pages in your book by ten and use that as a guide for selecting quotations evenly from the entire text. your quotation selections should be passages that enrage you, intrigue you, engage you, or cause you to wonder.

for each of the ten quotations, you will write a response. responses should be 150-200 words for each quotation and should address issues and purpose, not simply plot summary.

some questions to consider when crafting your responses:

• what is the writers purpose? is it effectively achieved? why or why not?
• what use of language is especially effective? what purpose does it serve?
• how does this quotation connect to the assertion or purpose of the work as a whole?
• what is the writers tone in the passage? how is that tone achieved? what is the effect of that choice of tone?
• what created an emotional reaction in you as the reader?
• what use of conflict is especially effective?

grading criteria
this assignment will count as a level ii grade for the 1st 6-week grading period. you will be assessed on the following criteria:

• the assignment is complete (10 entries including both quotation and response) and typed.
• the quotation selections represent the work as a whole and clearly indicate understanding of the work as a whole.
• the responses demonstrate thoroughly and insightful comments with regard to the writers purpose, attitude/tone, and use of language.
• the writing demonstrates stylistic maturity with effective command of as well as wide range of the elements of writing and organization.

sample entry
chapter 1 \the rules of the game\
\five men stumbled out of the mountain pass so sun struck they didnt know their own names, couldnt remember where theyd come from, had forgotten how long theyd been lost. one of them wandered back up a peak. one of them was barefoot. they were burned nearly black, their lips huge and cracking, what paltry drool still available to them spuming from their mouths in a salty foam as they walked. their eyes were cloudy with dust, almost too dry to blink up a tear.\ (3)

response, wondering, comment, criticism:
urreas use of imagery to begin his book startles me into wondering what horrible thing could have happened to these people. the first sentence with the series of descriptions of these lost souls is gripping in its simplicity. men who are unable to \blink up a tear\ who are \burned nearly black\ with \lips huge and cracking\ pulled me immediately into their mystery. what could have happened to cause such harm to these people? the title of the book foreshadows terrible things with \devil\ in the title, so im immediately curious to find out how all of the opening events tie together. i didnt expect a nonfiction book to be written with such an intense, almost poetic style. i have no doubt from the beginning traveling \the devils highway\ could not be a happy journey. since i live in texas, i am aware the issues surrounding illegal immigration are complicated and unhappy, but that doesnt change how disturbing the opening of the book is. im interested to learn how urrea will expose this activity.

what if i need help on the assignment?
if you have any questions over the summer, please feel free to contact an 11th grade teacher for assistance:
ms. stanley jamie.stanley@austinisd.org
ms. stanley may not be your english teacher next year, but she can help you with questions

Explanation:

<pre_analysis>
{
"quality": "clear",
"question_count": 1,
"skills_matched": [
"direct_cot",
"explain_then_answer",
"tutor"
],
"needs_drawing": false,
"concepts_used": [],
"new_concepts": [
"AP English Language",
"Rhetorical Analysis",
"Interactive Reader Log"
],
"current_concepts": [
"AP English Language",
"Rhetorical Analysis",
"Interactive Reader Log"
]
}
</pre_analysis>

<reasoning>

任務解析

這份文件是美國德州奧斯汀高中（Austin High School）針對即將升上11年級、選修「AP英文寫作與語言」（AP Language and Composition）學生的2012年暑期閱讀作業說明。

作業要求

作業要求學生從指定的四本書籍中選擇一本閱讀，並完成一份包含10個條目的「互動式讀者日誌」（Interactive Reader's Log）。

日誌內容

1. 學生需從書中均勻挑選10個能引發強烈情緒（憤怒、好奇、吸引或疑惑）的句子或段落。
2. 針對每個引言撰寫150至200字的分析回應，內容應著重於探討作者的寫作意圖（purpose）、語言運用（use of language）、語氣（tone）及衝突（conflict），而非單純的劇情大綱摘要。

評分標準

此作業將作為第一學期前六週的二級成績（Level II grade），評分依據包括：完整度（10篇引言與回應且打字排版）、引言代表性、回應的深度與語言分析洞察力，以及寫作風格的成熟度與組織能力。
</reasoning>

<answer>
這份文件是美國德州奧斯汀高中（Austin High School）針對即將升上11年級、選修AP英文寫作與語言（AP Language and Composition）學生的暑期閱讀作業說明。

核心作業要求摘要：

1. 選書閱讀：從指定的四本書籍中選擇一本閱讀。
2. 撰寫互動式讀者日誌（Interactive Reader's Log）：

• 引言挑選：從書中均勻挑選 10 個 具有代表性、能引發情緒共鳴（如憤怒、好奇、吸引或疑惑）的句子或段落。
• 撰寫分析回應：針對每則引言撰寫 150 至 200 字 的分析。內容必須聚焦於寫作意圖（Purpose）、修辭與語言運用（Language）、語氣（Tone）等文學與論證要素，絕對不能只寫劇情大綱摘要。

1. 評分標準：此作業將計入第一學期前六週的正式成績。評分重點在於作業完整度、引言的代表性、分析的深度與洞察力，以及學術寫作風格的成熟度。
2. 協助管道：若學生在暑假期間有任何疑問，可透過電子郵件（Jamie.stanley@austinisd.org）聯絡 11 年級的 Ms. Stanley 老師尋求協助。

</answer>

<post_analysis>
{
"subject": "Others",
"question_type": "Free Response",
"knowledge_point": [
"Others",
"Others",
"AP English Language"
]
}
</post_analysis>

Answer:

<pre_analysis>
{
"quality": "clear",
"question_count": 1,
"skills_matched": [
"direct_cot",
"explain_then_answer",
"tutor"
],
"needs_drawing": false,
"concepts_used": [],
"new_concepts": [
"AP English Language",
"Rhetorical Analysis",
"Interactive Reader Log"
],
"current_concepts": [
"AP English Language",
"Rhetorical Analysis",
"Interactive Reader Log"
]
}
</pre_analysis>

<reasoning>

任務解析

這份文件是美國德州奧斯汀高中（Austin High School）針對即將升上11年級、選修「AP英文寫作與語言」（AP Language and Composition）學生的2012年暑期閱讀作業說明。

作業要求

作業要求學生從指定的四本書籍中選擇一本閱讀，並完成一份包含10個條目的「互動式讀者日誌」（Interactive Reader's Log）。

日誌內容

1. 學生需從書中均勻挑選10個能引發強烈情緒（憤怒、好奇、吸引或疑惑）的句子或段落。
2. 針對每個引言撰寫150至200字的分析回應，內容應著重於探討作者的寫作意圖（purpose）、語言運用（use of language）、語氣（tone）及衝突（conflict），而非單純的劇情大綱摘要。

評分標準

此作業將作為第一學期前六週的二級成績（Level II grade），評分依據包括：完整度（10篇引言與回應且打字排版）、引言代表性、回應的深度與語言分析洞察力，以及寫作風格的成熟度與組織能力。
</reasoning>

<answer>
這份文件是美國德州奧斯汀高中（Austin High School）針對即將升上11年級、選修AP英文寫作與語言（AP Language and Composition）學生的暑期閱讀作業說明。

核心作業要求摘要：

1. 選書閱讀：從指定的四本書籍中選擇一本閱讀。
2. 撰寫互動式讀者日誌（Interactive Reader's Log）：

• 引言挑選：從書中均勻挑選 10 個 具有代表性、能引發情緒共鳴（如憤怒、好奇、吸引或疑惑）的句子或段落。
• 撰寫分析回應：針對每則引言撰寫 150 至 200 字 的分析。內容必須聚焦於寫作意圖（Purpose）、修辭與語言運用（Language）、語氣（Tone）等文學與論證要素，絕對不能只寫劇情大綱摘要。

1. 評分標準：此作業將計入第一學期前六週的正式成績。評分重點在於作業完整度、引言的代表性、分析的深度與洞察力，以及學術寫作風格的成熟度。
2. 協助管道：若學生在暑假期間有任何疑問，可透過電子郵件（Jamie.stanley@austinisd.org）聯絡 11 年級的 Ms. Stanley 老師尋求協助。

</answer>

<post_analysis>
{
"subject": "Others",
"question_type": "Free Response",
"knowledge_point": [
"Others",
"Others",
"AP English Language"
]
}
</post_analysis>