AP English Summer Reading List

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AP English 2012 Summer Reading
“There are worse crimes than burning books. One of them is not reading them.” Ray Bradbury

From the AP English Course Syllabus:

Course Description: AP English Literature & Composition is a college-level course that focuses on reading and writing about great
literature. This course concentrates on close readings of poetry, prose, and drama. Students will develop critical thinking skills that will
allow them to analyze literature and communicate that understanding in written and oral forms. Students will acquire skills to read
critically, think clearly, and write effectively. Students will learn the language of literary terminology to help them write about and discuss
literature in an informed manner. The class will also provide students with various test-taking and study strategies that will help them
prepare for the AP exam in May.

Participation and Preparation: The reading selections and writing assignments will be both challenging and intellectually stimulating.
The pace and workload of the class will be quite intense. It is essential that students complete reading and writing assignments on time.
As much of the class will be devoted to class discussions of literary texts, students must be prepared to participate with meaningful ideas
and questions based on the assigned readings. You must be an active reader of the text, looking at it critically and with curiosity.

PART ONE - READING/WRITING

In order to prepare you for AP English, you will read the following selections during summer. You can
find these selections in libraries, book stores, and in some cases on the Internet.

A) One work from the A.P. English Literature Summer 2012 Reading List.

B) Short Stories: “The Chrysanthemums” by John Steinbeck; “Hills like White Elephants” by Ernest Hemingway; and “A
Good Man is Hard to Find” by Flannery O’Connor.

C) Poems: “Dover Beach” by Matthew Arnold; “Sonnets 29 & 130” by William Shakespeare; “My Papa’s Waltz” by
Theodore Roethke; “The Fish” by Elizabeth Bishop; “The Tyger” by William Blake.

For each reading selection, you will write a Double-Entry Journal response. You will need ten entries for
the novel or the play you select from the A.P. English Literature Summer 2012 Reading List, two entries for
each poem, and two entries for each short story. Your journal will be collected during the 2nd week of
class and it will replace the double-entry journal that is required for our first novel. Students who don’t
do the summer double-entry journal will be required to do one for the first novel we read. (See
instructions for the Double-Entry Journal below.)

PART TWO – PARTICIPATION/DISCUSSION/MEETINGS

All students will participate in discussions about selected readings via the online discussion board
Edmodo. Discussions will take place three times during the summer via the Edmodo website. Every
student must participate in at least one of these live sessions.

Dates/Topics for Discussion
1. “The Chrysanthemums” by John Steinbeck; “Hills like White Elephants” by Ernest Hemingway
2. “A Good Man is Hard to Find” by Flannery O’Connor; and “Sonny’s Blues” by James Baldwin
3. “Dover Beach” by Matthew Arnold; “Sonnets 130 & 29” by William Shakespeare
Dates for discussions will be announced on the Edmodo page.

I will also be available for three face-to-face meetings to discuss the readings and review your double-
entry journals. Dates and locations will be announced on the Edmodo page.
Double-Entry Journal Instructions

What's the purpose of a double-entry journal? The purpose of double-entry journal (DEJ) is to give you an opportunity to express
your thoughts and become more involved with the material you encounter.

How does it work? You will divide your page into two with a vertical line down the center. On the left side, you will copy down
short quotes from the original text that you find interesting in some way. In the right column, you will write your personal responses
to the quotes on the left.

What should I write? Write your reactions to the quote that you chose. Your reactions can include your own opinions,
disagreements, interpretations, events in your life that the quote reminds you of, comments about grammar, and guesses about the
meaning of new words. In effect, you are talking back to the author or speaker as you write your responses.

How is a DEJ helpful? Double-entry journals allow you to pick out the parts that YOU think are important, and to ask the questions
that YOU have, instead of doing exercises that the teacher made up. Doing your reading this way will help to improve your
comprehension and vocabulary. It will also help you remember the material better.

If you have any questions or concerns contact me at the following email address:
rnorton@sandi.net

“I know a bank where the wild thyme blows, The Schoolboy
by William Blake (from Songs of Experience, 1794)
Where oxlips and the nodding violet grows,
Quite over-canopied with luscious woodbine, I love to rise in a summer morn,
With sweet musk-roses and with eglantine: When the birds sing on every tree;
There sleeps Titania sometime of the night, The distant huntsman winds his horn,
And the skylark sings with me:
Lull'd in these flowers with dances and delight; O what sweet company!
And there the snake throws her enamelled skin,
Weed wide enough to wrap a fairy in.” But to go to school in a summer morn, --
O it drives all joy away!
Under a cruel eye outworn,
William Shakespeare The little ones spend the day
In sighing and dismay.

Ah then at times I drooping sit,
And spend many an anxious hour;
Nor in my book can I take delight,
Nor sit in learning’s bower,
Worn through with the dreary shower.

How can the bird that is born for joy
Sit in a cage and sing?
How can a child, when fears annoy,
But droop his tender wing,
And forget his youthful spring!
.P. English Literature Summer 2012 Reading List

Title Author
1. A Separate Peace John Knowles
2. A Streetcar Named Desire Tennessee Williams
3. Billy Budd Herman Melville
4. Brave New World Aldous Huxley
5. Catch-22 Joseph Heller
6. Cold Mountain Charles Frazier
7. Collected Stories Gabriel Garcia Marquez
8. David Copperfield Charles Dickens
9. Death of a Salesman Arthur Miller
10. Ethan Frome Edith Wharton
11. Frankenstein Mary Shelley
12. Great Expectations Charles Dickens
13. Invisible Man Ralph Ellison
14. King Lear William Shakespeare
15. Native Son Richard Wright
16. One Day in the Life of Ivan Denisovich Alexander Solzhenitsyn
17. One Hundred Years of Solitude Gabriel Garcia Marquez
18. Richard III William Shakespeare
19. Song of Solomon Toni Morrison
20. Sound and the Fury William Faulkner
21. Sula Toni Morrison
22. The Color Purple Alice Walker
23. The Handmaid's Tale Margaret Atwood
24. The Joy Luck Club Amy Tan
25. The Kite Runner Khaled Hosseinii
26. The Road Cormac McCarthy
27. The Stranger Albert Camus
28. The Sun Also Rises Ernest Hemingway
29. The Things They Carried Tim O'Brien
30. The Women of Brewster Place Gloria Naylor
31. Their Eyes Were Watching God Zora Neale Hurston
32. Things Fall Apart Chinua Achebe
33. To Kill a Mockingbird Harper Lee
34. Waiting for Godot Samuel Beckett
35. Wuthering Heights Emily Bronte
Double-Entry Journal
One of the best ways to engage with a literary text (story, novel, poem, play) is to have a
conversation with it or its author. The DOUBLE-ENTRY JOURNAL allows you to do just that,
and it can be used for many purposes, from getting more deeply into the text or passages
from it for class discussion or short assignments all the way to generating ideas for analytical
papers.

You can format your journal by drawing a line down the center of a page (though it’s better to
use facing pages, which will give you more room to write) or, on computer, as below, creating
a table with one row and two columns.

Below are several, but by no means all, ways to use a DOUBLE-ENTRY JOURNAL.

Left-Hand Side Right-Hand Side
Quote from the text Visual commentary (drawings,
visual analogies, doodles)

Quote from the text Reactions (“This bugs, annoys,
moves . . . me because . . .”),
reflections (”I wonder if. . .”),
musings (“Hmmm…”), questions
(“I wonder why…”) with possible
answers (“Maybe because . . .”)
Quote from the text Connections

 Text to other text(s)—print,
visual, aural
 Text to self
 Text to world

Quote from text Significance in relation to piece
as a whole; relating part to whole.

Quote from text Social Questions (Race, class,
gender issues)
Quote from text Naming Literary Techniques

Quote from text Memories

Quotes from text Questions (Clarifying & Probing)

Created by Michael Weiser on 11/15/03 under a VCCS grant