AP Literature and Composition
Summer Reading Assignment
Mr. Ku
Hi all! Welcome to AP Literature and Composition, a college-level course that will be a step above any class
that you have taken in high school so far. This summer, you will be engaging in an assignment that will help
prepare you for the class, as well as for the AP exam. This assignment is to be completed by the end of the
first week of school. We will also use the first two weeks of school to review material from your summer
assignment, so it is imperative that you complete this assignment with your best effort. This assignment will
be divided into FOUR PARTS:
A. Reading –
1. How to Read Literature like a Professor – Thomas C. Foster
You can purchase a hard copy of this book, or find a copy online. This book will be the basis for your summer
assignment, so make sure you read it carefully. Each chapter of this book focuses on a particular aspect, or
lens, from which literature can be read and analyzed. Be sure to have a comprehensive understanding of each
chapter. You will be focusing on FOUR chapters of your choice to do annotations (see Annotations).
2. A novel that you have read before
For this assignment, you will need to revisit a novel that you have read before, whether for school or for
leisure. You must have a hard copy of this novel. The novel you choose should be something that you found
challenging, or something you did not fully understanding. Choosing an easy novel will only lower the quality
and usefulness of this assignment. Please practice to mark up and write notes on your copy of the novel.
Reread the novel of your choice, and select TWO passages/chapters to connect to two chapters from How to
Read Literature like a Professor to complete your annotations (see Annotations).
3. Frankenstein – Mary Shelley OR Great Expectations – Charles Dickens
For your third reading, you may choose either of the above novels. You must have a hard copy of this novel.
Please practice to mark up and write notes on your copy of the novel. You will also annotate TWO
passages/chapters of your chosen novel to connect to two different chapters from How to Read Literature like
a Professor (see Annotations).
B. Annotations –
For all of your reading assignments you are required to complete annotations (attached). Complete the
organizers by citing the page numbers, providing textual evidence, identifying the related chapter from How
to Read Literature like a Professor, and a writing a DETAILED explanation which analyzes and expounds the
text (use the examples which Foster provides as a model).
C. Key Terms and Literary Devices –
In this packet, you will also be required to define and give examples for some important terms and literary
devices (attached). Some of these terms will be familiar, while others will be new. All of these terms are
important, and will be referenced frequently in class and on the AP exam. Make sure you are familiar with all
of them.
D. In-class Assignments
1. Socratic Seminars and Discussion
During the first week of school, we will engage in multiple seminars and discussions regarding all of your
readings. Be prepared to discuss your findings with the class, and see if you can make connections to your
peers’ contributions to our discussions. A rubric for Socratic seminars is attached.
2. In-class Essay
On the Friday of the first week of school, you will write an in-class essay using all three reading assignments.
You are allowed to use any materials in this packet, your books, and additional notes for this essay. The more
prepared you are, the better your essay will be. This essay will be graded by the official AP Literature and
Composition open response rubric, which is attached. Your essay should be multiple paragraphs, include
textual evidence and citations, and have in-depth analysis which connects your readings to a chapter of How
to Read Literature like a Professor.
ANNOTATIONS
Novel (#1): ___________________________ Related Foster Chapter: ________________________________
Page # Textual Evidence Explanation/Analysis
Novel (#1): ___________________________ Related Foster Chapter: ________________________________
Page # Textual Evidence Explanation/Analysis
Novel (#2): ___________________________ Related Foster Chapter: ________________________________
Page # Textual Evidence Explanation/Analysis
Novel (#2): ___________________________ Related Foster Chapter: ________________________________
Page # Textual Evidence Explanation/Analysis
Key Terms and Literary Devices
General
TERM DEFINITION EXAMPLE (from literature)
Allegory
Allusion
Anecdote
Imagery
Mood
Prose
Rhetoric
Theme
Tone
Voice
Character
TERM DEFINITION EXAMPLE (from literature)
Antagonist
Characterization
Dynamic
Character
Flat Character
Foil
Hero (Epic)
Hero (Tragic)
Hubris
Protagonist
Round Character
Static Character
Stock Character
Tragic Flaw
Dialogue
TERM DEFINITION EXAMPLE (from literature)
Aside
Diction
Euphemism
Hyperbole
Invective
Litotes
Monologue
Proverb
Soliloquy
Narration
TERM DEFINITION EXAMPLE (from literature)
Anticlimax
Catastrophe
Comic Relief
Deus ex machina
Flashback
In media res
Inversion
Motivation
Non sequitur
Paradox
Perspective
(limited)
Perspective
(omniscient)
Plot Manipulation
Red herring
Stream of
consciousness
Suspension of
disbelief
Unreliable
narrator
Genre (Time period)
Beat Generation
Classical Era
Comedy
Deconstructionism
Elizabethan
Existentialism
Fable
Fantasy
Gothic Literature
Harlem
Renaissance
Magical Realism
Metaphysical
Modernism
Naturalism
Post-Modernism
Realism
Romanticism
Surrealism
Transcendentalism
Victorian
Socratic Seminar: Holistic Participation Rubric
Participation is Outstanding
Ø Participant offers enough solid analysis, without
prompting, to move the conversation forward Ø Participant, through his/her comments, demonstrates
a deep knowledge of the text and the question Ø Participant has come to the seminar prepared, with
notes and a marked/annotated text Ø Participant, through his/her comments, shows that
he/she is actively listening to other participants Ø She/he offers clarification and/or follow-up that
extends the conversation Ø Participant's remarks often refer to specific parts of
the text
Participation is very good
Ø Participant offers solid analysis without prompting Ø Through his/her comments, participant demonstrates
a good knowledge of the text and the question Ø Participant has come to the seminar prepared with
notes and/or a marked/annotated text Ø Participant shows that he/she is actively listening to
others. She/he offers clarification and/or follow-up
Participation is satisfactory
Ø Participant offers some analysis, but needs prompting
from the seminar leader and/or others Ø Through his/her comments, participant demonstrates
a general knowledge of the text and the question Ø Participant is less prepared, with few notes and no
marked/annotated text Ø Participant is actively listening to others, but does not
offer clarification and/or follow-up to others' comments
Ø Participant relies more upon his/her opinion, and less on the text to drive his/her comments
Participation is not satisfactory
Ø Participant offers little commentary Ø Participant comes to the seminar ill-prepared with
little understanding of the text and question Ø Participant does not listen to others, offers no
commentary to further the discussion