Topics: Microsoft Word, Comparison of word processors, Writing Pages: 5 (1340 words) Published: November 3, 2013

West Windsor-Plainsboro High School
Language Arts I Honors
Summer Reading Assignment 2013

The purpose of summer reading is to foster a lifelong love of literature in our students and to advance their literacy skills. We believe that students who read during the summer months improve their academic performance and expand their understanding of issues important in their community and the 21st century world. Discussions among administrators, teachers, students, and parents as well as consideration of the NJ Common Core Standards ( have led to revision of the Summer Reading Assignment for 2013. The Assignment reflects the Common Core’s emphasis on the importance of reading and the skills that develop through explication and analysis of texts: All incoming freshman students will complete a double-entry journal for each book read over the summer. The journal gives the student the opportunity to interact with and to comment on the text. The readings must include one fiction and one non-fiction titles. During the first few weeks of school, these journals will be used to help students prepare for class discussion and an in-class writing assessment. Directions for completing the double-entry journal, the grading rubric for that journal and the book lists are included below. Both class discussion and writing will count towards the students’ first marking period grade. TWO copies of the journal—one for the teacher, one for your own use—are due on the first day of class. The journal may be emailed to the teacher if the student is not present on the first day of class. To find teachers’ email addresses begin at the district webpage at; click on the “Parents and Students” tab; the link to “Staff E-mail Directory” is located there.

If students transfer from one course level to another (i.e., College Prep to Honors, Honors to Advanced Placement, or Honors to College Prep), they are responsible for completing the summer reading assignments for the level into which they transfer. The journals are due the day they enter the course.

Directions on the Double-Entry Journal

To create a double-entry journal (see template below):
Copy the template on the last page into a new Word document to create your double-entry journal. On the left side, select passages from the text that exemplify the book’s theme/central point or the author’s purpose or style. In the right column, analyze how the passage contributes to the structure and meaning of the text.

The journal for each book should feature three quotations (a total of three entries). In choosing your own passages, be careful to select quotations that cover the beginning, middle, and end of the text. You must provide context for each passage; you must identify the speaker, audience, and circumstances of the quotation. In responding to each quotation, you must cover all areas specified on the template—your analysis of the passage in relation to the text and your evaluation of how the passage relates to a wider context. (See example on the next page.) Overall, the journal should highlight important points and demonstrate your understanding of the text. Entries should be focused, clear and well-written. Journals must be typed to receive full-credit for the assignment.

Template for Double-Entry Journal
Quotations (with page number)
Explanation of Quote’s Significance
Select a quotation that is significant to the text’s central point. (Page Number)

After each quote, identify the speaker, the audience, and the circumstances. Analyze in relation to text: What is the purpose of this passage? What information does the passage provide that changes or increases your understanding of the text? How does the passage emphasize the writer’s central point?

Evaluate in relation to wider context: Does this passage address an important principle or value that concerns the author? Is this...
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