Woodward Academy ’s English Department believes that the Summer Reading Assignment is a valuable pursuit for the student for several reasons. Colleges expect students to have read widely in the classics of literature, and all high school teachers believe that students need to exercise their independent reading skills over the summer months. In addition, familiarity with specific pieces of literature allows the student to start the school year with a literary foundation on which to reflect and compose. Basing their choices on college English department lists of books which well-prepared students should have read and on the curriculum which the student will study during the year, teachers at every grade level select books that should prove interesting and valuable. For these reasons, rising freshmen read mythology and works with a tragic theme or heroic archetype. Rising sophomores read old or new classics of American Literature. Rising juniors read works by British authors. Seniors select from world authors.Teachers have selected particular editions (as designated by ISBN numbers). Digital copies that match those ISBN numbers are acceptable for summer-reading assignments. Here is the English Department statement on digital copies for summer reading assignments. The English department approves use of iPads.pdf
As in the last three years, students will also select a book and meet in small groups for a discussion on the second full day of classes. Led by a teacher or staff member, the groups will be composed of students in all four grade levels. Students will select their book for the discussion group during late May 2013. This popular program can continue only if students cooperate by reading the book to which they are assigned in May. Should any problems arise with locating the book or with the difficulty of the book over the summer, students should contact Mrs. McNash. In June, posted here will be an excel file with all the students in grades 9-12 and their book of choice with location of the meeting (August 13, Tuesday, during B assembly). Students may be asked or allowed to write on this book during the first eight weeks of school. New-to-Woodward students and those who re-enroll after a year or more away are allowed to drop the book-of-choice requirement.
Teachers approved student placement in April of 2013 for the appropriate level of English study (CP, EP, HP, or AP), and students should read the books assigned to that level.
New students will find out their levels when they meet in June with Dean Carroll or the grade-level counselor. During the first eight weeks of school, each English teacher will assign papers based on the works, give an objective test over the required books, and make other assignments as necessary. At least three evaluations of the works will occur, including objective, subjective, and creative assessments. These evaluations will constitute one-third of the student’s first eight-weeks grade in English.
Students enrolled in the Upper School by August 1, 2013, must complete all the assigned books by the start of school, August 12, 2013. New students enrolled in the Upper School after August 1, 2013, should begin the required books at their level immediately upon acceptance and then consult with their English teachers on the first day of class. All evaluations of summer reading will be completed by October 4, 2013. The individual teacher may drop the part of the requirement for students enrolled after August 12, 2013, based on the homework load of the student.
The English Department requires new and returning students to complete the assignment over the summer in order not to double the homework load in English during the first grading period. Students will have an opportunity in May to buy all required texts at the Woodward Campus Store.
Following are a list of key questions to ask yourself as you read a novel, work of nonfiction, or play. You can aid your long-term retention of these works by taking notes which answer each of the following questions. Include a page reference as often as possible. This effort will help as you review for your tests and projects in the fall.
Identify the narrative hook, rising action, climax, falling action, and resolution. If the novel is structured more loosely, what does each episode add to the story, and how does each build on the preceding ones?
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What types of conflict are present?
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Who are the main characters?
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Are these characters round or flat, static, or dynamic?
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Why do you sympathize or not sympathize with each character?
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What is the effect of the point of view that the author uses: first person, limited third person, or omniscient? Does the point of view ever change?
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What tone does the author express through the work’s events and characters?
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What objects, persons, places, or events are given symbolic meaning? What do they symbolize? Does the meaning of any symbol change?
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If the work uses irony, what is its effect and why is it used?
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Identify the novel’s major theme or themes.
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How do the plot, setting, point of view, symbols, and irony express the novel’s theme or themes?