IB SENIOR Summer Assignments –
2014-2015 school year
Instructors: Mrs. Charlotte Meuwissen and Ms.
Kristi Latimer
Over the summer you
need to read the four novels that the class studies in the second
semester. These are, in order:
1.
The Awakening, Kate Chopin
2.
The Great Gatsby, F. Scott Fitzgerald
3.
Things Fall Apart, Chinua Achebe
4.
Song of Solomon, Toni Morrison
Assignment Requirements
· For each text you are expected to
complete one Reader Response journal (see details below.)
· Do only one journal per text, but make
it one full, typed page.
· You may use bullet points to list
quotes that support an idea, but the rest must be written as prose. USE MLA rules for quotes, TLC,
punctuation, headings, margins, etc.
· You choose which novel to pair with
which topic. For example, you might match The
Awakening and Character, or The Great
Gatsby and Setting, or The Great
Gatsby and style – BUT YOU PICK. You must write about each topic once and
each novel once.
· The assigned books are available here
at school, Powell’s, and the public library.
· You most likely will want to purchase
texts for personal use so you may mark them.
· You will be responsible for completing
journals as you read. As always, plagiarism and paraphrasing others’ ideas is
not acceptable; your own analysis is crucial here.
details on reverse
Assignment Details
For each of the four journals, respond to one
of the following prompts. Each entry should be clearly labeled with title of
novel and chosen response. Journals should respond to passages noted throughout
the novel; do not take all quotes from chapter one, etc. If you do, every
journal will receive reduced credit.
- Motif and Theme. How does the author use a
particular motif to develop a theme that unfolds over the course of the
novel? Clearly identify what the theme is and how it is created. Remember
that a theme should be defined in a sentence or a phrase, rather than just
one word. For
example, “love” is not a theme. “The emotional havoc wrought by lost love”
is a theme. Reader
Response: What does the motif
allow you to either honor or abhor about the protagonist.
- Setting. What are five qualities or properties of the novel’s setting?
What about the setting evokes a sense of wonder? What about the setting evokes a sense of history? What about the setting
evokes a sense of darkness and of light? How does the author finesse this? Reader Response: How
does setting help the author convey a theme, develop characters, etc.?
Remember that “setting” is a time and place, but settings can change
throughout a text.
- Characterization. Reference the beginning,
middle, and end of the text. Consider: how does a particular character start out? And in the middle of the text what
happens? And how does this
character end up? How and why does the character evolve or stagnate? What
is to be learned by his/her growth or lack of growth? What is a
particularly compelling conflict between your chosen character and others
in the text? What piece of the character’s dialogue do you find especially
significant and why?
- Literary Techniques: Style and
Tone. How does an author tell his/her story? Does s/he rely heavily on
imagery to create a mood? Do symbols play a dominant role in the text? Select
a particularly rich passage for comment. In your discussion, highlight
style, including the use of imagery, flashback, symbol, motif, repetition,
simile, metaphor, irony, etc.
Prepare to use your commentary skills here. How does an
author create a specific tone? Identify the tone of a passage and explain how
it is created. Consider syntax, diction, connotation/denotation, sound devices,
etc. To find a passage highlighting tone, look for passages that surprise,
shock, or confuse you, or make you laugh out loud. An emotional reaction to a
short passage usually results from the tone the author has created.
Avoid the following
(in the summer reading and throughout your senior year):
- Summarizing or paraphrasing a key passage. Always ask what
the passage is saying, how the message is conveyed, and the effect
of such a message conveyed in such a way.
- Attempting to compile thoughtful journals the night
before school begins.
- Assuming the “right” answers can be found on Cliffs
Notes, Spark Notes, Grade Saver, etc. These tools provide bland, basic
overviews that stifle your independent analysis and distract you from
noticing subtle details. NOTE: Journals based on these readily
available materials will receive a score of 0.
Your journals are due
the first day of the first semester to Ms. Latimer and Mrs. Meuwissen.
