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AP English Language & Composition

Summer Reading Assignment
Fall 2019
Programs of academic study typically have an “essential question” that underlies all components of
the tasks pursued. The essential question of AP English Language and Composition (AP Lang)
addresses rhetorical analysis: “how is language used deliberately and skillfully by a speaker
to inform, convince, or persuade her audience?” Two assumptions arise from this question: first,
every text is an argument; second, conditions exist that generate to the “rhetorical situation” in which
an argument occurs. Over the course of the year, we will explore the meanings and dynamics of text,
argument, and rhetorical situation.

Each class session of AP Lang requires students to read and to prepare for discussion, and students
will write every week. Students should expect to devote a significant amount of time outside of class
to the program. Students will have high expectations held of them in terms of motivation, work ethic,
and the ability to receive and make productive use of constructive criticism. The ideal AP Lang student
is drawn to the program by the desire to learn and to be challenged, and accepts that her or his
academic performance will be assessed according to a set of criteria different than that to which they
may have become accustomed. In return, students will receive the unflagging energy and attention—
and respect and admiration—of the teacher.

AP Lang is by definition a university level program, and success on the AP Lang exam requires
demonstration of “exit-level proficiency in an entry-level university program.” The objectives of AP Lang
are pursued at a goodly pace and with unwavering dedication to the program’s objectives.

Table of Contents:

I. The Summer Reading Assignment ................................................... 2

II. Essential Definitions for Rhetorical Assessment .............................. 3
III. Outlining – how and why.................................................................. 4
IV. Review of components of summer reading assignment ................... 6
APPENDIX – examples and models of tasks
V. Annotating: example annotation of chapter from summer reading .. 8
VI. Outlining –
A. 1.3: example of outline ...................................................... 15
B. 2.3: example outline of chapter from summer reading ..... 16
C. 3.3: example of “skeleton outline” for this task ................ 17
VII. Vocabulary flash card format ......................................................... 18

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I. The Summer Reading Assignment

The following Summer Reading Assignment has been drafted by former AP Lang students.
All written work for the summer assignment must be handwritten, not typed. Acquire each of
the following:
1. Reading:
a. Acquire a copy of Heinrichs, Jay. Thank You for Arguing, 2017
i. ISBN
1. UK: 978-0-141-98616-6
2. US: 978-0-804-18993-4
ii. PLEASE MAKE SURE TO ACQUIRE THE ISBN REFERENCED
ABOVE! Many editions of Heinrichs’ book have been printed since
2007. The chapters below reference the 2017 edition.
b. Read and annotate:
i. Read chapters 1 – 14, 19 – 21. (About 200 pages—if you’re like me,
you like to know the distance before beginning a journey!)
ii. See model annotation of Heinrichs, Chapter 2 on pages 8 – 14 below.
c. For ONLY chapters 3 – 13: identify
i. the central/main idea of the chapter and
ii. secondary ideas that support the main idea.
iii. These outlines will be only a few lines long—see page 17 for a
model.
Post-exam AP Lang students recognize the value of reading Heinrichs’ book before entering the class.
Heinrichs essential elements of rhetoric and rhetorical analysis, new and unfamiliar to the beginning AP Lang
student, in a conversational voice. AP Lang students rely on Heinrichs’ book as a resource to connect new and
more technical explanations of rhetoric in textbooks with familiar examples from Heinrichs. Post-exam AP
Lang students encourage reading each chapter once to gain an understanding of its central concepts, and
then re-reading each to identify and incorporate into a set of notes the important ideas and vocabulary. Post-
exam AP Lang students state that because the chapters are short, reading and re-reading is actually a quicker
and more efficient way of achieving an understanding of the content than slogging through each chapter
laboriously to discern in one reading how all the parts fit together.

2. Vocabulary cards.
a. Must be handwritten!
b. See example on page 18 below.
c. The insistence on note card format is from post-exam AP Lang students!
3. Binder, into which reading notes will be placed, and which will be dedicated to AP
Lang notes, handouts, and returned work.

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II. Essential Definitions for Rhetorical Analysis—the definitions below form
the foundation for rhetorical analysis and will be exercised all year long
Draft a vocabulary card for each of the twenty (20) words in the list below. Make sure each
definition is in the context of rhetorical analysis! Follow the format on page 18.
Argument is the positing of a premise (claim/position/etc.) supported by evidence.
Argumentation is the “study of reason-giving used by people to justify their beliefs and
values and to influence the thought and action of others.” (Sloane.)
Analysis is the activity of
• identifying the constituent components of a complex object or concept;
• identifying the purpose and function of each component;
• identifying the relationships of the components to each other; and
• discerning the relationships of the components to the purpose and function of the
object or concept as a whole.
“Analysis” comes from the Greek “lysis”, meaning “breaking down, loosening, decomposition”. See,
lysis in biology:
• “dissolution of cells, bacteria, etc.” 1902, from Latin lysis, from Greek lysis “a loosening,
setting free, releasing, dissolution,” from lyein “to unfasten, loosen, untie”
• The dissolution or destruction of cells, such as blood cells or bacteria, as by the action of a
specific lysin
(Dictionary.com)

Rhetoric is the skillful and deliberate use of language by a Speaker to explore, inform,
convince, or persuade an Audience of a Claim.

1. Argument
2. Argumentation
3. Analysis
4. Rhetoric
5. Rhetorical strategy
6. Intention/purpose
7. Evidence
8. Proofs/appeals
9. Schemes
10. Tropes
11. Tone
12. Voice
13. Style
14. Audience
15. Persona
16. Loose Sentence
17. Periodic Sentence
18. Indicative Mood
19. Imperative Mood
20. Subjunctive Mood

Draft a vocabulary card for each of the twenty (20) words in the list above. Make sure each
definition is in the context of rhetorical analysis! Follow the format on page 18.

https://www.dictionary.com/
http://rhetoric.byu.edu/

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Outlining – how and why

Annotating readings and taking notes will be a crucial discipline and skill to develop in AP
Lang (as well as in AP Seminar).

A. Note taking is a skill to be practiced, and that serves many purposes, viz:
1. Discerning the central idea of the source material.
2. Understanding the development of the central idea and the relationships of the
ancillary ideas to the central idea of the source material.
3. Summarizing and paraphrasing the language of the source material to develop
your own understanding of the text (avoid quoting—if you can’t summarize or
paraphrase the text in your own coherent words you do not understand the ideas
and language of the text).
4. Learning the content of the source material.
a. Identifying new ideas.
b. Recognizing essential information.
c. Locating and defining important vocabulary.
d. Finding examples of principal concepts.
e. Creating your own examples to gauge and ensure understanding.
5. Developing a structure in which ideas can be placed—think of outlining like
building a set of shelves and drawers: when the structure is completed, you know
where to put things in it and where to find them when you need them.
6. Reviewing source materials.

B. Chapter outlines should PARAPHRASE the source material. To paraphrase is to put

into your own words. The practice of putting someone else’s words into your own should
require you to exercise the discipline to ensure that you understand the meaning of
the words you are paraphrasing.
1. Do NOT rely on quoting the source material.
2. To ensure your understanding of an idea, you should paraphrase the text—state
the idea as clearly and coherently in your own words.
3. FORMAT AND LENGTH:
a. The guiding principle is comprehending and learning the source
material!
b. Follow the examples of outlining on pages 12 and 13 below.
c. Make sure to indicate first the central idea of the chapter.
d. Beneath the central idea, identify other main ideas that support or develop
the central idea.
e. EXAMPLES
i. Adding or including examples of ideas—both one from the source
material and another of your own invention—is an effective strategy
to ensure comprehension.
ii. Do NOT outline or provide lengthy detail for examples: focus on
central idea of chapter and its development!
f. Leave room in the margins for your own notes on your outline: notes
may indicate questions you wish to pose in class, questions or notes to
yourself, or notes you add as you use and review your outline.
g. The length of your outlines should be between one and one and one-half
pages per chapter.

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C. Essential vocabulary
1. “Essential vocabulary” means words that are important to rhetoric and rhetorical
analysis. The list you need to work with is on page 3, above.
2. Flash Cards:
a. “essential vocabulary” must be drafted on flash cards.
b. See the format on page 18, below.
3. Provide definitions of each vocabulary word. (Hint: see the Appendices.)
4. Include at least TWO (2) EXAMPLES of technical rhetorical terms with each
definition:
a. One example should come from the book;
b. Another example should be your own: crafting your own example is a way
of measuring and ensuring your understanding of the term.

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III. Review of Assignment

1. Four (4) components of summer reading assignment

a. Read and annotate Chapters 1-14, 19-21. (Aw, heck—read the whole
book!)
b. Outline chapters 3-13 (outline after reading and annotating!):
i. Identify the central/main idea of the chapter and
ii. Identify secondary ideas that support the main idea.
iii. These outlines will be only a few lines long—see page 17 for a
model.
c. Compile a set of vocabulary cards. (See pages 3 and 18.)

2. Expectations of completion of summer reading assignment:

a. Each student will make use of summer reading assignment work product
throughout the school year for reference and review.
b. Outlines placed neatly in a notebook or binder that will be dedicated to
AP Lang and Comp for the school year.
c. Vocabulary cards
i. Drafted according to format above.
ii. Words comprise
1. technical terms and
2. unfamiliar words.
d. All elements of summer reading assignment due in class on first day.
e. Summer reading assignment will be 11% of first quarter grade.

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IV. Model Annotation of Chapter from Heinrichs:

1. Identify central idea of chapter
2. Identify information that develops central idea
3. Distinguish between development of central idea and supporting examples
4. Distinguish between language that is figurative, informal, or colloquial and that
which is denotative and precise: paraphrase the former and make it clear and precise
5. Identify vocabulary
a. Technical terms (i.e., jargon of rhetorical analysis)
b. Unfamiliar non-technical terms

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V. Model Outline

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VI. Model Outline of Chapter 2 from Heinrichs:

Thank You for Arguing

II. Chapter 2 – Set Your Goals
Main Idea: Successful argumentation requires the speaker to change the audience
A. Difference between an argument and a fight
1. Argument:
a) Objective
i. to solve a problem
ii. win by persuading audience
b) Examples of argument
i. From book (brief!!!)
ii. From own experience (brief!!!)
2. Fight:
a) Objective
i. To attack other person
ii. Win by dominating enemy
b) Examples of fight
i. From book (brief!!!)
ii. From own experience (brief!!!)
B. “Seduction” – how speaker persuade the audience to respond as speaker desires
1. argument seduces, not literally but figuratively
2. “seduction” is how speaker gets audience to agree with speaker’s position
C. Determining goal of argument:
1. identify what speaker wants to achieve
2. what does speaker want audience to do?
D. Strategies for winning an argument
1. Concession
a) Definition
b) Examples:
i. from book (brief!!!)
ii. from experience (brief!!!)
2. Appeal
a) Definition
b) Examples:
i. from book (brief!!!)
ii. from experience (brief!!!)
E. Three goals for persuading people
1. Stimulate audience’s emotions / changing the mood
a) Example: from book (brief!!!)
b) Example: from experience (brief!!!)
2. Change audience’s opinion / changing mind
a) Example: from book (brief!!!)
b) Example: from experience (brief!!!)
3. Get audience to act / changing motivation
a) Example: from book (brief!!!)
b) Example: from experience (brief!!!)

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II. Chapter 2 – Set Your Goals

Main Idea: Successful argumentation requires the speaker to change the audience

A. Difference between an argument and a fight

1. Argument: (definition)
2. Fight: (definition)
B. Determining goal of argument: what does speaker want audience to do?
C. Strategies for winning an argument
i. Concession: (definition)
ii. Appeal: (definition)
D. Three goals for persuading people
i. Stimulate audience’s emotions / changing the mood
ii. Change audience’s opinion / changing mind
iii. Get audience to act / changing motivation

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VII. Flashcard Format:

15 cm

Pronunciation Part of Speech

Definition

10 Example from book:

cm Vocabulary word

Own example to ensure understanding:

(Book title, page)

front back

Cards must be:

• 10 cm x 15 cm index card (or at least all of a uniform size)

• handwritten neatly
• in blue or black ink only

All information on the card should be drawn from the vocabulary book—there will be no
need to use dictionaries for the composition of your vocabulary cards.

Each student should have some sort of container or box to keep flashcards in, since everyone
will be working with these cards all year long.

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