Like most other AP (Advanced Placement) instructors, I require my incoming AP Literature and Composition students to complete a summer assignment. The idea behind summer coursework is to keep students’ skills limber over the summer, to give them a realistic look at the level of work they’ll be expected to complete during the year, and to provide me with a preview of where each student shines and struggles as a starting AP scholar. Last year, I was feeling a little out of sync around this time as I transitioned to a new school, since my new AP students were working with a summer assignment that was designed by their previous AP teacher, and hence unfamiliar to me. I really felt hampered by flying blind–not being able to depend on the summer assignment that I had so lovingly designed during my previous two years teaching the course.
This year, though, as I am fully installed in the Port Washington High School English Department–with a new classroom and everything!–my original AP summer assignment is BACK. And, at risk of sounding like the tagline for a Godzilla movie, it’s bigger and badder than ever.
I’ll be the first to admit that my summer assignment is, in fact, a little bit beastly. If you’d like to see the monster in full for reference in the development of your own AP course, or just out of curiosity, CLICK HERE! For everyone else, here’s the breakdown. My new students are required to (1) Read and annotate How to Read Literature Like a Professor by Thomas Foster. (2) Read a book off of my provided list of literary classics. (3) Write an analytical essay about said choice book, and also (4) Write me two letters via email during the summer, to which I will respond. I’ve got my reasons for including each of these elements, but I’d like to address this last requirement in this particular post, because I think it makes a huge difference: the summer email back-and-forth with my future students.
That fourth component may seem a little bit unnecessary. I mean, I’m already asking them to read two books and write a paper… why must I force my students and myself to deal with even more responsibilities during the summer? I was definitely asking myself that a few days ago when I sat down to the task of responding thoughtfully to over forty emailed letters. But, I’m telling you: SO worth it. I got a lot out of it, and I gave a lot to it. These interpersonal transactions add up to an invaluable starting rapport with a group that I’m going to be asking a lot of from September to June. Here’s a little look at why this process is so awesome.
What I Ask My Kids to Do
What I Get From The Process
During the process of reading these letters, I get a flavor for who these kids really are, especially as it relates to the subject matter that I teach. Since this communication happens before I am formally evaluating, there’s no pretense, no “I am performing for you” filter. They are honest about how they feel about past English classes, the idea of reading in general, their own writing skills… and they usually have a pretty good handle on assessing their own personalities. This helps monumentally. It jumpstarts my understanding of the interpersonal originalities each student brings to the table–it serves as kind of a cheat code, to use video game jargon, into the level of interaction that allows me to be a successful mentor.
The best part, especially of the first letter, is that I also get a built-in dose of self advocacy as each student tells me of their hopes and fears related to the class. It serves as a window in to where I’m going to have to supply extra support, where I’ll have to be extra sensitive, and where I can challenge and push. Without these letters, it would probably take me weeks to figure out this kind of information for each student. In the special space of summer letters, where the hectic rhythm of the school year is removed, I get a more realistic, candid beat on student skill levels and personalities.
What I Give To The Process
I respond to each and every student letter with an original response, which helps me put my best foot forward as an instructor. I make sure to read to their letters very carefully, making sure to highlight specific things that they mentioned which caught my eye. In my response, I might do any or all of the following:
*Encourage a declaration of academic ambition. (Ex. I am blown away by your goal to read every book ever written by Toni Morrison! That is SO cool! )
*Relate to a similarity that I share in writing style, reading preferences, or personality tendencies. (Ex. You mentioned having a hard time speaking up in class discussions. Guess what? I was the same exact way in high school. Even now, it can be hard for me to navigate unfamiliar social situations unless I work at it. I get that.)
*Offer advice related to areas of struggle. (Ex. I hear what you’re saying about distractions making it tough to focus on reading. I’ve found that finding a specific time of day where I step away from all electronics can be helpful–sometimes making it a habit can help train your brain to know that it’s “reading time.”)
*Be frank. (Ex. You spent a pretty big portion of your letter addressing how you dislike assigned reading. Just so we’re clear, there will be a TON of assigned reading in AP Literature & Composition. I’m guessing you’re ready to take on the challenge, but if you find that this isn’t the course for you, please let me know, ok?)
*Appreciate humor. (Ex. P.s. I loved the picture of a donut-eating shark that you included at the end of your letter–hahaha!)
*Encourage and remind. (Ex. I am so excited to have you in my class this year! I’m looking forward to reading your second letter about your choice book and essay ideas!)
As I write back to my students in way that is focused zero percent on evaluation and one hundred percent on relating to them as learners, I get the chance to establish myself first and foremost as someone whose job it is to support them in their academic journeys. When I see my students for the first time in September, we’re already all going to know each other a little bit. And that is priceless.
I would be really interested to find out how a process like this might work for elementary classes or other secondary level classes outside of AP… has anyone else tried this kind of summer communication with future students? It’s a pretty powerful practice. It does take an extra donation of time… but for me, it’s worth it. What do you think? Leave a response in the comments below!