Summer Reading Essay

2013 Summer Assignments New Egypt High School

Philosophy
Current educational trends have proven that education must be a continual learning process. In order for the experience to extend beyond the 10 month school year, it is imperative that our learners continue to exercise their skills through the Summer Reading Program. Students are becoming year round learners with responsibilities to not only their family and friends, but also to their continuing education and their future.

Research has shown a direct correlation between reading and improved vocabulary and writing skills, increased comprehension, higher standardized test scores, greater global awareness, and overall academic achievement. These skills are the benchmarks for well rounded, productive individuals.

In addition, the National Standards for Language Arts Literacy provide support for the rigors of summer reading:

"Furthermore, students in college are expected to read complex texts with substantially greater independence (i.e., much less scaffolding) than are students in typical K-12 programs. College students are held more responsible for what they read on their own than are most students in high school, for example. College instructors assign readings, not necessarily explicated in class, for which students might be held accountable through exams, papers, presentations, or class discussions. Students in high school, by contrast, are rarely held accountable for what they read independently. This discrepancy in task demand, coupled with the vast gap in text complexity, may help explain why only about half of the students taking the ACT Test in the 2004-2005 academic year could meet the benchmark score in reading (which also was the case in 2008-2009) and why so few students in general are prepared for postsecondary reading." From the Appendix A: Research Supporting Key Elements of the Standards. Page 3

Notes:
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• English Honors students must choose one book from the Honors list. See specific course listings. The second book may be from the first part of the list or a book of choice, as noted above. • All projects and papers for both semesters for History will be due the first Friday after school begins. • All English assignments will be due the second Friday of the school year.

English III Summer Reading 2013 Philosophy: Current educational trends have proven that education must be a continual learning process. In order for the experience to extend beyond the 10 month school year, it is imperative that our learners continue to exercise their skills through the Summer Reading Program. Research has shown a direct correlation between reading and improved vocabulary and writing skills, increased comprehension, higher standardized test scores, greater global awareness, and overall academic achievement. These skills are the benchmarks for well-rounded, productive individuals.
All NEHS students are expected is to complete the summer reading assignments appropriate to their grade level and course selection presented in this brochure.

Directions: Honors III

Students will be given a choice of 10 books and must read two. Honors students must select at least one novel from the aptly titled “Honors” selections. Along with the reading, the students have two possible essay topics for each novel. They will complete one essay for each novel that they read. The essay will be in the format of a 3-5 page typed, double spaced, paper.
All assignments and essays will be due the second Friday of the school year for all students, including the ones that have the classes during the second marking period. Assignments for the second marking period will be turned into the front office. Please make sure to include your teacher’s name in the heading of the paper(s).

Directions: College Prep III
Students will be given the choice of 10 books and must read any one. Along with the

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