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Everett High School English Department Honors and AP English Summer Reading & Writing 2018

Everett Public Schools

High School English Department

Honors and AP English Summer Reading & Writing 2018

Copies of these books can be found at our local libraries.

Summer writing assignments can be found on the Everett website.

All writing assignments are due on the first day of school. Points will be deducted from late work.

All summer writing assignments will count toward 10% of the student’s first quarter grade.

Please see rubric attached.

Parlin Library

410 Broadway
Monday-Thursday 9 am – 9pm
Friday 9am – 5pm
Saturday 9am – 1pm

Shute Library
781 Broadway
Monday, Wednesday, Friday 9am – 5pm
Tuesday, Thursday 11am – 7pm

 

 

Grade 9

A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah

“Dulce et Decorum Est” by Wilfred Owen

Writing Assignment

 

Grade 10

Siddhartha by Hermann Hesse

The Alchemist by Paulo Coelho

Writing Assignment

 

Grade 11

Being Henry David by Cal Armistead

The Ragged Edge of Silence: Finding Peace in a Noisy World by John Francis

Writing Assignment 

Grade 12

Americanah by Chimamanda Ngozi Adichie

Watch the TED Talk by Adichie called “The Danger of a Single Story” at link 

Writing Assignment 

 

Grade 11 AP Language and Composition

In the Lake of the Woods by Tim O’Brien

How Children Succeed by Paul Tough

Writing Assignment 

 

Grade 12 AP Language and Literature

Frankenstein by Mary Shelley

This book is available online at this link 

How to Read Literature Like a Professor by Thomas Foster

This book is available online at this link

For a bound photocopy of the book, please see ELA Director Jennifer Rabold

Writing Assignment

Summer Journal Writing Rubric

Criteria Exceeds Expectations Meets Expectations Working Toward Expectations Not Meeting Expectations
Text to self
makes connections between text and personal knowledge or experiences
 

Complex, insightful connections to self

 

Meaningful, appropriate, relevant connections to self

 

General, predictable connections to self

 

Superficial, vague, or limited connections to self

Text to text
makes connections between text and other texts
 

Complex, insightful
connections to other texts

 

Clear, logical, relevant connections to other texts

 

General, predictable connections to other texts

 

Superficial, vague, or limited connections to other texts

Text to world
makes connections between text and social, historical, political, or other events
 

Complex, insightful connections to world

 

Clear, logical, relevant connections to world

 

General, predictable connections to world

 

Superficial, vague, or limited connections to world

Evidence
uses evidence to explain the source of the connections and the connections itself
 

Supporting details are rich, interesting, and appropriate for the audience and focus.

Significant, relevant, and specific evidence convincingly supports interpretation.

 

Details are strong but may lack richness and specificity.

Relevant evidence strongly supports interpretation, but may lack significance and specificity.

 

Details are generally relevant and adequate to support focus.

Evidence is generally relevant and adequate to support interpretation.

 

 

Details lack elaboration and may not support the focus or may be missing.

Evidence is not relevant or specific and may not adequately support interpretation.

 

Journal entries, as defined in the writing assignments, are meant to reflect the student’s ability to make connections from the book to oneself, another text the student has read, and the knowledge of the world that the student has brought to the book. There are no “right answers,” thus there is no need to look at what others have written about the book. Any journal entry that suggests plagiarism or other online short cuts will be scored Not Meeting Expectations.

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