SUMMER READING – 2013 – RISING IB SENIORS

SUMMER READING – 2013 – RISING IB SENIORS
Dear Rising IB Seniors,
We are gearing up for next year and are eagerly awaiting your arrival! In order to come prepared for IB English IV
in August, you will need to complete the following summer reading project:
Read In Cold Blood by Truman Capote (ISBN 978-0-679-74558-7) and complete the attached five-part
assignment. The first and second assignments include a “Who’s Who” character chart (10 points) and a venn
diagram with written analysis comparing and contrasting Dick and Perry (10 points). The third part, a journal
assignment (10 entries each of a minimum of one side of a college-ruled piece of notebook paper), gives you options
from which to choose and will assist your comprehension of the text (40 points); textual evidence with page numbers
(citations) should be provided for all journal responses. The final two pieces (20 points apiece) involve creating a
mind-map of Truman Capote’s life and then reading and reflecting upon a news article from the last five years that is
linked to the real-life murder investigated by Capote in his riveting nonfiction novel, In Cold Blood.
All of these summer assignments must be completed by hand; no typed assignments will be accepted. You will be
required to submit your work in a pocket folder with brads and will be tested on all of the above during your first
English class of the year. You should arrive on the first day of class with these assignments enclosed in the
aforementioned folder and your copy of In Cold Blood. Should you lose this packet, you may access this assignment
through the school website.
Additionally, IB English IV requires you to have several pieces of literature that do not appear in your school-issued
literature textbook. You may want to secure these works ahead of time so you have them when necessary throughout
the school year. The required supplementary texts are listed below so that you may plan ahead:
Hamlet – Shakespeare 074347712X
Wuthering Heights – Brontë 0-451-52925-1
In the Lake of the Woods – O’Brien 9780618709861
The Penelopiad – Atwood 978-1-84195-798-2
The Signet Classic Book of Mark Twain’s Short Stories –Twain 978-0-451-53016-5
If you are not financially able to supply these texts, please let one of us know in the fall, and we will take care of it
for you confidentially.
We are looking forward to a great year!
Sincerely,
Mrs. Stewart and Mrs. Tomlinson

In Cold Blood Truman Capote (ISBN 978-0-679-74558-7)
Reading Comprehension: Preview this study packet by section, and then handwrite your answers to all work. Though
your chart descriptions do not need to be in complete sentences, the rest of your work (the answers to all of the journal
assignments) DO need to be written in complete sentences and should include textual evidence, along with the page
number, where deemed appropriate. Where multiple questions are posed, please be sure to address all of them in your
answer.
**All responses must be complete and a minimum of one full page (college-ruled paper), one sided. Rewriting the journal
assignment instructions and/or rewriting a key passage for do not count toward the required length of the response. Do
not type your answers.
Bobby Rupp
Vic Irsik
Gerald Van Vleet
Bob Jones
Paul Helm
Mrs.Helm
Susan Kidwell
Part I: Who’s Who in Truman Capote’s In Cold Blood
As characters are introduced and developed, complete the following charts:
Name Description
(Physical/Personal Traits)
“physical characteristics unspecified”
“physical characteristics unspecified”
“physical characteristics unspecified”
Relevance
(role, important actions, words etc.)

Mrs. Hideo Ashida
Bob Johnson
Alfred Stoecklein
Mother Truitt
Mrs. Myrtle Clare
Alvin Adams Dewey
(80)
Harold Nye (85)
Floyd Wells (91)
Willie Jay
Cookie
Marie, Paul, and Alvin
Adams Dewey, Jr.
Mrs. Archibald William
Warren Brown
The Hartmans
“physical characteristics unspecified”

Wendle and Jose Meier
Logan Green
Jolene Katz
Larry Hendricks
PART II: Complete the Venn diagram below, comparing and contrasting Dick and Perry. Then handwrite a two (2) page
analysis (one page of college-ruled notebook paper, front and back) of your findings, providing direct evidence from the
text; evidence quoted directly should include page number citations.
Dick (Richard) Hickock Perry Smith

PART III: Truman Capote’s In Cold Blood (10 points each = 100 points)
Choose and complete ANY 10 of the following 15 assignments. ALL responses to the following questions must be HANDWRITTEN! These
pages are from the ISBN 978-0-679-74558-7 edition. If your edition is different, you will need to divide your own pages into 15 equal
sections. Handwrite the answers as you read – Do NOT type your answers.
**All responses must be complete, include textual evidence (along with page number) where deemed appropriate, and
must be a minimum of one full page, one sided. Rewriting the journal assignment instructions and/or rewriting a passage
for analysis do not count toward the required length of the response. Do not type your answers.
Journal
Entry #
1
2
3
4
5
6
7
Page # **Journal Assignment Instructions
1-24
Part I
24-55
Part I
55-74
Part I
77-100
Part II
100-123
Part II
123-152
Part II
152-179
Part II
and III
SETTING: The first pages of the book introduce key elements of the setting of Holcomb, which
are essential to understanding Capote’s focus on journalistic details. Using bullets or phrases, LIST
at least 10 key descriptions that identify the setting of the novel (which include references to time,
place, region, atmosphere) and cite the page # for each description. Once you have your list,
answer the question providing textual evidence:
“What aspects of this setting might influence the characters, their behavior, and what might happen to
them?” Be specific.
POINT OF VIEW: Authors make a conscious decision about how they will tell the story. Capote
tells the story from two alternating points of view – the Clutters and the murderers. First,
identify two (2) examples of each of these points of view (along with reference).Then,
comment on the effect of this structure and the absence of Capote’s voice in the narrative. You
may refer to elements of previous pages, but you must use some details from this section.
CHARACTER: Rather than a fictional protagonist with an antagonist and minor characters, this
novel has an entire cast of characters, who are all very real people. Even so, Capote does not
present them as objectively as a journalist might; he builds complex characters, more fictional in
presentation than journalistic. List members of the Clutter family and at least four (4) other
victims. Include at least one (1) detail that personalizes them (textual evidence and page #).
KEY PASSAGE: Choose a striking or key passage from this section that you think is important to
character development, plot development, or meaning – a passage may be a line, quote, or any
excerpt from the novel. Copy the passage correctly (use quotation marks, cite p. #).
Using complete sentences, answer the following questions:
Why is this a key passage? What does this passage reveal about…development of a character (a
significant change or description)? …a development in the plot? … or the meaning of the work
as a whole?
RHETORIC: Find 1 example of parallelism inside a sentence and explain how it connects the two
elements and what its effect is on the meaning of the novel. Then, find one (1) example of
repetition and explain its use and effect on meaning.
PERSONAL RESPONSE: Imagine that you have been appointed a lawyer for Dick or Perry. In a
one-page journal entry, briefly describe what your defense would be – not in legal terms – but in
terms of how you might convince the jury not to give them the death penalty, or mitigate their
punishment in some way.
SYNTAX: Choose one (1) paragraph from this section and do a syntactical analysis by
constructing the following chart.
First 4 words
in each
sentence
Verbs
(list all)
Figurative
language or
imagery
Repetition /
parallelism
# of words in
sentence
Then, answer each of the following questions in complete sentences:
What do you notice about the sentence beginnings? What conclusion can you draw about the
verbs used? How does the author make use of literal and/or figurative language? What kinds of
images does he appeal to in this paragraph? How does the repetition or parallelism affect
meaning? What observation can you make about sentence length and variety?(use textual evidence
where appropriate)
8 180-207 DICTION: Choose one (1) page from this section and choose 10 words from that page. Label each

9
10
11
12
13
14
15
Part III word as having a positive connotation, negative connotation, or as neutral. Then, using all 10
words you have studied, answer the following question:
207-231
Part III
232-262
Parts III
and IV
263-302
Part IV
302-321
Part IV
321 -
343
Part IV
Whole
Novel
Whole
Novel
What do these words reveal about the narrator’s attitude?
FIGURATIVE LANGUAGE: Authors use figures of speech because of their power and their
layers of meaning, (e.g. we say, “It’s raining cats and dogs” instead of “It’s raining large drops
which are coming down very fast and hard.”) Choose three (3) to five (5) figures of speech from
this section and write them out. Then, identify the type of figure of speech. Lastly, explain the
layers of meaning by discussing how each is used for meaning and effect.
Think about the following questions:
Why did the author use this figurative image instead of something else? What does this
comparison/figure of speech do that literal language would not accomplish? What layers of
meaning does it suggest?
IMAGERY: It is important in the novel for the readers to see characters, motivation, events,
places, etc. as ―”real.” Authors use imagery (details that appeal to the 5 senses) to draw the reader
into the experience of the novel. Choose 5 images from this section and tell what sense(s) they
appeal to. Explain how each of these images affects the reader during this section.
PERSONAL RESPONSE: Imagine you are a character in the novel (human or animal). Write a
two (2) paragraph letter to another character in the novel. Make references to at least three (3)
specific images, events, or details of this section. You may refer to past events, but focus your
details on this section.
**TEXT TO GRAPHICS—CREATE A VISUAL: Choose a passage and create a graphic
representation of the text, paying close attention to details. You may use literal or symbolic
representations, abstractions, color, shape, form–but make sure that everything you include has
meaning and can be traced back to specific references to the text. Include a significant quotation
from the passage at the bottom of the page.
You may create the visual in any way you see fit. In a short paragraph, you should explain your
choice of graphics, color, shape, etc. and the textual references that inspired them.
CHARACTER: "There is not much point in writing a novel unless you can show the possibility of
moral transformation, or an increase in wisdom, operating in your chief character or characters."
(Anthony Burgess) Since so many stories contain lessons that the main character learns and grows
from, critical readers pay attention to the meaning associated with how and why characters change
and develop throughout the novel.
Choose one (1) dynamic character you believe changed throughout the work. Explain HOW
they developed/changed (what has he/she learned?), WHY the character changes (causes), and
WHAT those changes suggest about the meaning of the novel.
THEME/BIG IDEA: Explore Capote’s ideas about two (2) of the following In Cold Blood: (a)
human nature and evil, (b) justice and punishment, (c) nature vs. nurture (naturalism), or (d) fate v.
free will. In a two page response, explain his position and how he argues his position on each idea
through the plot, the setting, the characters, and his writing style.
CREATIVE RESPONSE: Choose one (1) of the following:
(a)Take a scene from the book and write it in poetic form
(b) Write the first page of a new chapter in the book–either a prequel or sequel chapter—imitating
Capote’s style as you write.
This study guide is a modified version of a guide found online at
http://www.xaverian.org/uploaded/academics/Summer_School/Senior_English_Electives_Summer_Reading_2011.pdf (Xaverian High School)

In Cold Blood Truman Capote (ISBN 978-0-679-74558-7)
Part IV : Mind Map Assignment – Truman Capote
Objective: Create a Mind Map representing the life of In Cold Blood author Truman Capote.
Definition of Mind Mapping: Mind mapping is an organizational thinking strategy used to literally “map
out” your thoughts; think of it as a creative alternative to note-taking. The process is simple—as you think
about information you’re gathering, you map out instant associations using key words, pictures, symbols,
and icons. Mind mapping is both easy and effective because your brain works by association; it naturally
likes to link things together.
How to Complete This Assignment: First, review the mind mapping steps (below). View the sample (and
view more examples online, if needed). Then, research the life of Truman Capote by reading the
biographical information on this website:
http://www.kcfb.info/archive_ksreads/ksr_2008_cblood/biography.htm.
As you/after you read about Truman Capote, create an effective mind map that represents his life.
Grading Criteria: Mind map must accurately and completely capture biographical infromation about
Truman Capote via a minimum of five first-level branches and 20 additional branches (10 points) , be
visually stimulating and appealing (5 points), and be accompanied by a “key” on the reverse of the
map that explains in bullet list format the meaning behind the symbols, drawings, and icons on the
map (5 points).
Mind Mapping Guide
Step 1 – Creating your central idea
Create your central idea as the theme (“center”) of your Mind Map. The center of your map should ideally
be/include an image related to your central idea, as images help you imagine and remember information.
Step 2 – Adding your ideas
You next need to add your ideas and thoughts to your Mind Map. You can do this by adding branches for each of
your ideas. Curved, natural branches are the most effective as they reflect how you brain thinks. Straight lines
don’t excite your mind, which means that you aren’t soaking up so much information. Curved lines create variety
and excitement for your eyes, making the information they hold easier to remember! Give your main ideas thicker
branches to show their importance. Your branches should become less and less thick as you add your second and
third level ideas.
Step 3 – Using color
A very important part of Mind Mapping is color. Colors are as exciting to your brain as images. They add extra
interest and life to your Mind Map and give energy to your creative thinking.
Step 4 – Using key words
Once you have created a branch for your idea, you can add a word to describe this idea. It is important that you try
and only use single words (or, at most, short key phrases) rather than long
descriptions. This is because an isolated word will allow you to create many more connections than two or more
words. This allows your mind to have the freedom to spark off new ideas and thoughts.
Step 5 – Using images

Attach visual images to your branch. Images have a lot of power on your brain; the more you use, the better!
Images can, and sometimes should, even take the place of words on your branches.
Step 6 – Making connections and associations
Carry on creating your Mind Map! Make connections from your first idea to other ideas, and let your brain start
making associations with other thoughts you have. These connections will start forming the rest of your main
branches and then your second level branches and then third level branches. For each new idea, create a branch
from the branch you were thinking about. If you connect branches and, therefore, ideas, you will understand and
remember information a lot more easily.
Sample for Marie Curie:
Sample for William Shakespeare:
Adapted from imindmap.com

Part V: “In the News” Assignment – The Art of Non-Fiction
Objective: Find a recent non-fiction article (from within the last five years) related to the investigation of
the murder investigated in In Cold Blood; summarize it in one page and then write a one-page reflection of
how this more recent information affects your interpretation and/or emotional response to Capote’s “nonfiction”
novel.
How to Complete This Assignment: First, read In Cold Blood. Then, use the Internet to locate a news article about
the investigation of the murder covered by the book. The article should have been published within the last five
years and reflect knowledge not known and/or not represented in the original work. The article should be a
minimum of 350 words in length. Print a copy of the article to hand in with your finished assignment. After
reading and studying the article, handwrite a summary of the facts contained within it (minimum one page). Then,
handwrite your personal reflection in which you explain how and to what extent the article affects, enlightens, and
or changes your assessment of Capote’s work. (Does the article make you question any of Capote’s “facts”?
Does it make you question what he chose to leave out or chose to include and why? Does it make you question
any of Capote’s investigative strategies? Does it impact your overall impression of the book?)
Grading Criteria: Submission must include a hand-written one-page summary of a news article (minimum
350 words in length and hard copy included with the assignment) (10 points) as well as a hand-written onepage
reflection (10 points).