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100 Summer Writing Prompts

by Holly Riddle

Itching for summer to arrive? Dreaming of warmer days? Or, maybe, you find yourself already in the heat of summer and you’ve got some extra time on your hands. Maybe you’re lounging by the swimming pool or you’re bored at your job. Maybe you’re trying to brush up on your creative writing skills before school starts.

If you’re trying to get some writing done this summer, but you’re not sure what you want to write about, you’ve come to the right place. Below, you’ll find a whopping 100 summer writing prompts to kickstart your creativity ranging from journaling prompts to poetry prompts, creative writing prompts to fiction and short story prompts. Whatever your preferred style, you’ll find something to inspire.

Summer journal prompts

1. What are your goals for this summer? Write them down and, more specifically, write down why those are your goals. What do you hope they give you? What inspired them? See where your words take you.

2. What is your all-time favorite summer memory from summers past? Write it down in as much detail as possible.

3. How do you imagine the beginning of your summer and the end of your summer will differ? Write it down and then look back later to see how right or wrong you were.

4. How does your life change during the summer? Do you live in a new location, change jobs, have more fun with friends, or just get outside more? How do these changes impact you on an emotional or mental level?

5. What is your favorite thing about summer? How could you take that fun thing you love and extend it forward to last the whole year? Brainstorm and write it down.

Summer poetry prompts

6. Explore a new-to-you form of poetry this summer. Find a poem in that style and then try writing your own version on the same topic.

7. Love setting writing goals or writing challenges for yourself? Challenge yourself to write one poem each day or week, with the poem reflecting something that happened that day or week.

8. How can you best bottle the feeling of summer in a poem? See what happens when you limit yourself to fewer words.

9. Personify summer as person in a poem.

10. Grab a piece of summer-related ephemera (think newspaper clippings, event flyers, etcetera) and make erasure poetry, blacking out text on the page to create a whole new work of art.

Summer holiday and event prompts

11. Memorial Day kicks off the summer season for many. Think about the meaning of Memorial Day and who you might remember. Write about them in a poem, short story, or essay.

12. Write a story that takes place at a July 4 event. Think a fireworks show, parade, beach festival, or baseball game.

13. Labor Day is the unofficial end of the summer season. What else in your life is ending at this time of year? Write about it.

14. Many families use the summer season to plan family reunions. Write about a family reunion that goes terribly, terribly wrong.

15. Now’s also the time for fairs and festivals. Write a short story that takes place at one of these events and make the setting crucial to the story, so that the plot couldn’t take place anywhere else.

Summer writing prompts about summer jobs

16. Even if you don’t have one right now, you likely had summer jobs at one point. Write a story set at your job, or a creative essay about an experience you had there.

17. One popular seasonal job? Working at a camp. Write a story set at a summer camp, but make it the coolest ever. Think a camp for royalty, for spies in training, or for cryptids.

18. Write a short story about someone who works at an ice cream parlor and why they either love or hate their job.

19. Write a short story about someone who wants a seasonal job, but can’t get one. What dramatic lengths will they go to in order to snag that interview or prove themselves worthy?

20. Write about what happens to summer workers in the winter. Where do the carnival workers go? What about the lifeguards?

Favorite summer memory prompts

21. Take your favorite seasonal memory and turn it into a short story, but make the main character absolutely hate everything you loved about that memory.

22. Remember your favorite place, favorite song, or favorite road trip from summers past? Write about it.

23. Write about your favorite seasonal memory but set it in the distant past. How would that memory have differed/looked if you’d lived in the 1800s or 1700s?

24. Take your memory and flip it on its head. Take the same cast of characters and events and make them the worst you could possibly imagine.

25. Imagine a favorite memory of the future. Pretend you’re writing as a 90-year-old. What might be your favorite memory then?

Summer destination prompts

26. Set a story at the ocean, sea, or a lake. Add in a sea monster if you want to get really creative.

27. Set a story at a campground filled with the most obnoxious tourists you’ve ever seen.

28. Write a story about someone trying desperately to get to a summer destination. Do they really need a vacation or are they fleeing something?

29. Write a story about a destination that no one would want to visit for summer vacation.

30. Imagine what your favorite summer destination might look like after the apocalypse and write about it.

School’s out writing prompts

31. Write a story from the point of view of a parent whose kids are out for the summer. Do they love it or hate it?

32. Write a story about a teacher who switches jobs during summer vacation—and they can never let any of their kids, parents or coworkers know what their summer job is.

33. Write a story about summer vacation from the point of view of a child’s bedroom. How is that space impacted?

34. Write about how you often felt as a child on the last day of the school year.

35. Write a letter to your children or future children about your favorite days with them over summer break.

Summer five senses writing prompts

36. Write a poem or personal essay about your favorite taste of summer.

37. Write a poem or personal essay about your favorite smell of summer.

38. Write a poem or personal essay about your favorite feeling or texture of summer.

39. Write a poem or personal essay about your favorite sight of summer.

40. Write a poem or personal essay about your favorite sound of summer.

Summer wildlife prompts

41. Write a scene about your least-favorite summer bug and what you might do if it invaded your house.

42. Write a story about what might happen to the summer wildlife and nature if summer never came.

43. Write a short story from the point of view of a bug that knows summer’s almost run its course. How do they spend their time?

44. Write a story about an animal with a summer job (think horses at a summer camp or petting zoo animals at the fair).

45. Write a poem about the sounds of summer wildlife that you might hear (ie, crickets chirping, deer munching grass in the morning, gulls at the ocean, etc.)

Summer plant life prompts

46. Write an ode to your favorite summer flower.

47. Write a story about mowing the grass, but from the point of view of the grass.

48. Write a story about gardening and make the normally low stakes of growing household produce incredibly high for your main character.

49. Write a scene about what the summer plant life would look like if humans weren’t around.

50. Write a personal essay about your own experiences with gardening. Are they good, bad, disastrous?

Summer hobbies writing prompts

51. Write a story about riding your bike and finding something life-changing along the way.

52. Write a story about swimming and finding something unusual in the water.

53. Write a story about a character who goes for a hike and gets lost.

54. Write a story about a parent who wants to get their children involved in their favorite hobbies over summer break. How successful are they?

55. Write a poem that tells your reader how to perform your favorite summer hobby.

Summer sports writing prompts

56. Describe a date that takes place at a baseball game, but neither of the people on the date like baseball.

57. Write a short story from the point of view of a character who’s decided to streak across the field at a baseball game.

58. Write a poem about a summer sport that you know nothing about. Try to describe it using your limited knowledge.

59. Write a story about a sailing team that gets blown off course.

60. Write a story about a fall or winter professional sports team that wants to play in the summer. What challenges do they come up against and are they successful?

Summer weather prompts

61. Write a poem about the summertime heat. How does it make you feel?

62. Write a personal essay about how the summer weather has changed since you were a child.

63. Write a scene or story that takes place in a house where the air conditioning just kicked the bucket on the hottest day of the year.

64. Write a short story that takes place in the middle of a hurricane—but the hurricane isn’t the most dangerous thing that your characters face.

65. Write a story about two tornado chasers that hate each other.

Summer foods writing prompts

66. Write a poem about the best summer meal that you ever ate.

67. Write a personal essay about how you might go about cooking a summer meal for your family and the significance of the foods you choose, the setting, etc.

68. Write a short story about a picnic that goes wrong.

69. Describe the ideal ice cream cone.

70. Write a story set in the future, about post-apocalyptic humans scavenging for food to create the perfect summer feast.

Wedding season writing prompts

71. Write a story from the point of view of a wedding officiant or planner working during the height of wedding season.

72. Compose a poem about the worst wedding you’ve ever been to.

73. Write a story about a wedding where none of the guests show up.

74. Describe a wedding from the point of view of the flower girl or the ring bearer.

75. Write a story about a wedding where the maid of honor loves the groom and the best man loves the bride, and the two team up together to ruin the wedding.

Summer wear writing prompts

76. Compose a poem about your favorite or least favorite summer outfit.

77. Write a short essay about your feelings surrounding summer wear. Do you feel confident in your swimsuit? Why or why not? Do you hate your legs in shorts? Do you love ditching your winter coat for the season?

78. Write a story about someone who accidentally glues their sunglasses onto their face.

79. Design a character who can’t feel temperature, so they’re not restricted to a normal seasonal wardrobe.

80. Write a story about someone who’s shopping for a swimsuit and falls in love in the process.

Summer nights prompts

81. Think about how your life changes with the lengthening days. Write a short essay about what you do with your extra daylight and how it does (or doesn’t) impact your life.

82. Write about the best summer night you’ve ever had.

83. Compose a poem that captures the feeling of a summer night right after the sun has set.

84. Write a story about a character who works nights during the summer. How do they view summer differently than the average person?

85. Write a story from the point of view of a character trying to sleep on an extremely hot night. Why are they frustrated beyond just being sweaty?

Dog days of summer writing prompts

86. Write a story from the point of view of a dog at a picnic or barbecue.

87. Write a story about a dog walker who loses a prized pooch in the park during their first day on the job.

88. Compose a poem about spending a summer day with your favorite dog.

89. Compose a poem or short story from the point of view of a dog cowering during Independence Day fireworks.

90. Think about how you might spend your summer days differently if you were a dog. Write about it.

Summer reading prompts

91. Did you ever participate in your library’s summer reading program as a kid? Write about the experience.

92. What’s the best beach book you’ve ever read? Journal about what made it stand out.

93. Think about your favorite book or movie. How might the plot be different if it was set in the dead of summer? Write some fan fiction showing how that might play out.

94. Write a story about someone reading a library book on the beach or a cruise ship and finds a secret message inside. What does it say?

95. Your character dropped their spouse’s prized original edition of their favorite book in the pool. What do they do now?

End of summer writing prompts

96. Reflect on how your summer went. Journal about what you wish you would have done differently, as well as your summertime successes.

97. Write a story about a character reflecting back on the best summer ever and their dread at the impending fall months.

98. Write from the point of view of a tree that’s starting to change as summer ends.

99. Compose a poem about the bittersweet end of summer.

100. Look ahead to the fall. What are your writing goals for the fall and winter? How will you use what you learned from the summer to achieve those goals? Journal about it.

Get into your writing groove this summer with one of these 100 summer writing prompts

Summer is the perfect time to get in some extra writing, so hopefully some of the above summer writing prompts have sparked your imagination.

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50 Summer Writing Prompts!

These summer writing prompts are appropriate for all ages…

Because I know a lot of teachers are looking forward to the summer…along with a lot of students, and a lot of writers. In my mind, the season inspires a lot of good creative writing topics, and it wasn’t hard to come up with this list!

If you’d like creative writing ideas with more magic and fantasy, you might also want to check out my post on 50 Fantasy Writing Prompts and Fantasy Plot Ideas . And whether you’re looking for June journal prompts or starting a new story, I hope one of these creative writing ideas inspires you. Be sure to pin it on Pinterest for future reference!

1. Write a scene that includes fireflies.

2. Write a scene that includes mosquitos, hornets, or wasps.

3. Someone is driving with the car windows down, singing at the top of their lungs to their favorite song. Who are they? Where are they going — or what are they getting away from? Why do they like this song so much?

4. Write about someone at a state fair. Why are they there? What are the sights, sounds, and smells?

5. Come up with a conversation that takes place around a campfire.

6. Write about a teenager at their summer job. It could be a normal one, or something unusual.

7. Write a scene that includes a waterfall.

8. Describe lightning striking something — or someone — along with what happens next.

9. Someone is packing their bag for a summer vacation. Where are they going? What are they bringing along?

10. Write about something going very wrong on a vacation.

11. Incorporate the chirping of crickets or the buzz of cicadas into a piece of writing.

12. Set a scene at an ice cream parlor, a frozen custard stand, or near an ice cream truck.

13. Write about an outdoor event getting interrupted by a downpour.

14. Write about a bike ride to an unusual place.

15. Describe a baseball game that takes an unexpected turn.

16. Write about something you used to do for fun as a kid during the summertime.

17. Write about a parent whose out-of-school kids are driving them bananas.

18. Two characters are picking berries. What’s their relationship to each other? Are they having fun, or no?

19. Write from the point of view of someone who hates summer.

20. Describe one of your favorite summer experiences, such as cooking steaks on a grill or getting a pedicure.

21. Write a scene that takes place at a swimming pool.

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22. Come up with a scene that includes a sand castle.

23. Imagine a kid at summer camp, and describe what they do there.

24. Someone is fishing… and pulls something out of the lake or ocean that is definitely not a fish.

25. Somebody on a beach finds a message in a bottle, washed up on the shore. What does it say?

26. Come up with a scene that features fireworks in some way.

27. Describe a happy scene at a farmer’s market.

28. Describe a fight — silly, or serious — that takes place on a cruise ship.

29. Write from the point of view of someone who is sailing alone.

30. Picture yourself in a rose garden. Who does it belong to? Why are you there, and what happens?

31. Write from the point of view of a character in one of your favorite blockbuster movies.

32. A camper is in their tent  — alone, or with someone else. What wakes them up in the middle of the night?

33. Write a scene in which the characters are hot and sweaty.

34. Write about a place that characters go just to cool down.

35. Describe the perfect summer meal, beverage, or dessert.

36. Write from the point of view of a moth telling himself not to go near that flame.

37. Write a scene where somebody runs through the sprinklers — intentionally or not.

38. Imagine being at a big outdoor music festival, and write about what you do and the people you meet.

39. Write about a character who’s wearing sunglasses… and never takes them off.

40. Write about something embarrassing happening to someone who’s wearing a swimsuit.

41. Write about a father and a son meeting for the first time in years on Father’s Day.

42. Write about a character who has strong feelings about Independence Day (the 4th of July.)

43. Write about a road trip you took once.

44. Describe a stay at a funky old motel.

45. Write about characters sleeping out under the stars.

46. Make up an eccentric relative that you might meet at a family reunion.

47. Write from the point of view of a dog at the dog park.

48. Imagine going to a flea market or garage sale, and finding something that thrills you… for cheap!

49. Write about a character making a wish by blowing on a dandelion puff.

50. Somebody is reading on the beach… but it’s not the typical beach read. What’s the book about? Why is this person interested?

I hope you enjoyed the summer writing prompts! I’d love to hear your comments. If you don’t want to miss future creative writing ideas, follow the blog if you aren’t already — you can subscribe below. And if you want to share something you wrote, go for it — that would be so much fun to see. Happy writing!

I hope you enjoyed these summer writing prompts…

And if you’d like a huge collection of writing prompts for many fiction genres, personal essays, and more, check out my book, 5,000 Writing Prompts ! It has hundreds of five-star reviews, and every prompt can be used in almost endless creative ways.

Are you working on a project you love this summer?

Do you have other thoughts about summer writing prompts? Let us know in the comments section below! Thanks so much for reading, and happy writing!

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9 thoughts on “ 50 summer writing prompts ”.

I love summer back in the midwest, because of the fireflies (although in southern Indiana they are called “lightning bugs.”)

I used to catch them and put them in a jar with holes poked in the lids to keep by my bed overnight. They inevitably would crawl out somehow, and I’d wake up to find flashing bugs crawling around on my walls and ceiling.

Mean kids would pull the them in half and draw glowing pictures or words on the front of their shirts. This always upset me and caused me a great deal of stress and outrage.

I also remember how at the hay farms, the fields would have an unearthly, flickering glow at night from all the fireflies hiding in the tall hay before it was harvested.

Fireflies and the loud buzz of cicadas = summer nights for me. 🙂

I was trying to catch some last night! Just for a picture. It’s not as easy as I remembered 😀

Someone told me that when she was a kid, they used to dig out the glowy bits and smear them around… I was horrified!

I love the fireflies. 🙂

These are great! I think I will use them with my students this year also.

Your first few suggestions brought back a family memory of when my daughter Katie was a new driver as we were on a family trip.

Her stress level when she felt pressured driving 55 mph through road construction on the freeway with the yard-high orange barrels on her left and a semi-truck moving on her right became amplified when a wasp flew in her window and landed on the front of her shirt. Katie’s loud and continuous screaming while she tried to flick off the wasp and keep control of the car prompted her older sister in the back seat to use an empty pop bottle to bonk Katie on the back of the head several times in an attempt to quiet Katie down.

That action required Katie to then alternate between trying to blindly brush off the wasp and grab the bottle as it attacked her head. The rest of us couldn’t stop laughing at her misfortune. There was nothing we could do during that 2-minute portion of the drive, except when I asked the bottle bopping to end.

Katie pulled over to the side if the road when the construction area ended, and immediately exited the car to shake herself off with more screams plus scoldng her sister for threatening our safely with her annoying action.

That was one of our most memorable family events.

Kathy — oh my gosh. I remember how nervous I would get anyway as a new driver… The poor thing! But that is so funny!

Thank you very much for this blue. This is a very inspiring piece. I have written a long conversation between mosquitoes and a bed bus. If you would like it I would mail it to you. I would try on several prompts. Thank you once again.

Hi Sayed, thanks for reading, and for the kind words! I’m so glad you like the post. My email is [email protected] — I’d love to see what you did!

What fun topics for summer inspired writing prompts! I hope I can share on here soon. I stumbled across your blog as I was searching for ideas on describing facial expressions.

Hi Miss Kim, welcome to the blog! So glad you like it 🙂

Great prompts, thank you!

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Summer Writing Prompts: 100 Ideas to Write All Summer Long

by Sue Weems | 0 comments

Summer is the perfect time and season to practice writing and let it feel more like play than work. Today, I've collected a list of summer writing prompts: enough to write one per day of the season! 

A few summers ago, I led summer writing camps for kids called Write Camp. It was a blast helping kids of all ages get their fantastical ideas down on paper. My sister signed up my nephew, even though he was a reluctant third grade writer at the time. She wasn't sure he'd even participate.

I assured her that the no-pressure, fun environment would help him imagine writing in a new way, and that he would finish the summer with a story or two and a new understanding of writing.

I'm happy to report I was right! He and his fellow write campers all finished stories and left feeling more confident in their writing skills. 

Sometimes we spend so much time trying to get students to write correctly that we drain all the fun out of it. We forget that the first step to becoming a strong writer is to actually write. Try these summer writing prompts to help you (or a young writer in your life!) have some writing fun.

Summer journal prompts

If you keep a journal like me, try one of these prompts for some quick summer journaling. 

1. Describe the perfect summer day from beginning to end. What activities would you engage in and why?

2. Write about a memorable vacation or summer road trip. What made it special and why do you still remember it?

3. Share your favorite summer recipe. Include the ingredients and step-by-step instructions. How does it remind you of summer?

4. Write about a summer adventure you would like to experience. It could be something daring or out of your comfort zone. Why does it intrigue you?

5. Describe a summer tradition or ritual that you and your family or friends have. What makes it meaningful and how does it enhance your summer experience?

6. Write about a time when you felt completely relaxed during the summer.

7. Share your favorite summer read or book recommendation.

8. Write about a summer hobby or activity that brings you joy. How did you discover this hobby, and how does it make your summer more fulfilling?

9. Describe a summer sunset or sunrise that left a lasting impression on you. What were the colors like, and how did the scene make you feel?

10. Write about a summer project or goal you have set for yourself. How do you plan to accomplish it, and what impact do you hope it will have on your summer?

11. Share a list of your favorite summer songs or a summer playlist. Why do these songs resonate with you, and how do they enhance your summer vibe?

12. Write about a summer friendship that has played a significant role in your life. How did you meet, and what makes this friendship special?

Summer story starters

Use one of these sentence starters to get your own story off and running!

13. The sun-drenched beach was bustling with laughter and the sound of crashing waves until…

14. In the sleepy seaside town, 

15. As the ice cream truck jingled its way down the neighborhood streets, a group of friends suddenly noticed…

16. The sweltering heat seemed unbearable until…

17. Deep in the forest, a group of campers stumbled upon a hidden waterfall, sparking…

18. In a small coastal village, a young girl discovered a message in a bottle, and…

19. The couple stood in the field of sunflowers when they noticed…

20. At the annual summer fair, a shy teenager accepts a dare to visit a fortune teller who…

21. The fireflies danced in the warm night air, illuminating the path leading to…

22. On a remote island, a group of siblings stumbled upon an old map that led them to…

23. As the summer storm unleashed its fury, a group of teenagers sought refuge in an abandoned mansion, only to discover…

Summer travel prompts

24. Imagine you're on a tropical island paradise. Describe the crystal-clear waters, palm trees swaying in the breeze, and the sensation of warm sand between your toes.

25. Create a travel itinerary for a road trip along the scenic coastal highway, complete with stops at charming seaside towns and breathtaking viewpoints.

26. You've just arrived in a bustling city known for its vibrant street markets and cultural landmarks. Write about your first impressions and the unique experiences you encounter.

27. Picture yourself hiking through a majestic national park, surrounded by towering mountains, cascading waterfalls, and abundant wildlife. Describe the awe-inspiring beauty of nature.

28. You've decided to embark on a backpacking adventure across Europe. Write about the different cities you visit, the diverse cultures you experience, and the unforgettable people you meet along the way.

29. Imagine exploring a historical city filled with ancient ruins and architectural wonders. Describe the rich history and cultural significance of the landmarks you encounter.

30. You're on a gastronomic journey, discovering the flavors and culinary delights of a foreign country. Write about the mouthwatering dishes, local specialties, and the joy of indulging in new tastes.

31. Picture yourself lounging on a luxurious cruise ship, sailing through turquoise waters and visiting exotic islands. Describe it!

32. You've decided to embark on a backpacking trip through a dense rainforest. Write about the vibrant biodiversity, the sounds of exotic creatures, and the sense of adventure as you navigate through the wilderness.

33. Imagine staying at a cozy mountain lodge, surrounded by mountain peaks and alpine meadows in full summer bloom.

34. You've chosen to visit a remote village tucked away in the countryside. Write about it!

35. Picture yourself on a safari in the African savannah, surrounded by majestic wildlife. Describe all you see.

Summer setting prompts

While some of these overlap with other prompts, use these to practice sensory details and setting. 

36. Describe the feeling of sinking your toes into warm, soft sand on a sunny beach during the peak of summer.

37. Paint a vivid picture of a vibrant summer sunset, capturing the hues of orange, pink, and purple that streak across the sky.

38. Describe the refreshing sensation of jumping into a crystal-clear pool or lake on a scorching summer day, highlighting the coolness against your skin.

39. Depict the sights, sounds, and scents of a bustling farmers' market in the summertime, with rows of colorful fruits and vegetables, the chatter of vendors, and the aroma of freshly baked goods.

40. Portray the atmosphere of a lively summer festival, showcasing the lively music, energetic crowds, and a kaleidoscope of vibrant decorations and food stalls.

41. Describe the lush greenery and delicate blossoms of a summer garden, emphasizing the fragrance of blooming flowers and the buzzing of bees among the petals.

42. Paint a picture of a tranquil summer morning in the countryside, capturing the mist rising from the fields, the chirping of birds, and the gentle rustle of leaves in the breeze.

43. Depict the scene of a family picnic in a park.

44. Describe the exhilaration of a thrilling roller coaster ride at a busy theme park, conveying the anticipation, adrenaline rush, and exhilarating twists and turns.

45. Portray the charm of a quaint seaside town, highlighting the pastel-colored houses, the aroma of freshly caught seafood, and the sound of seagulls soaring overhead.

Childhood summer prompts

46. Recall a favorite childhood summer memory and describe it in vivid detail, from the sights and sounds to the emotions you felt.

47. Write about your most treasured summer toy or activity from your childhood. What made it special, and why did you enjoy it so much?

48. Describe a fun summer activity you did with your friends (or family) when you were younger. What did you do, and how did it strengthen your bond?

49. Write about the excitement and anticipation you felt as summer vacation approached each year. What were some of the activities you looked forward to the most?

50. Recall a summer camp experience from your childhood. Describe the camp setting, the activities you participated in, and the friendships you formed.

51. Write about a summer tradition that was unique to your family when you were a child. What made it special, and how did it create lasting memories?

52. Describe a magical summer night from your childhood. Were there fireflies lighting up the sky or a mesmerizing display of stars? How did it make you feel?

53. Recall a day of summer when you discovered something new and exciting, whether it was a hidden spot in your neighborhood or a fascinating creature in nature. Describe the moment of discovery.

54. Write about a summer project or hobby you pursued as a child. How did it ignite your creativity?

55. Describe a favorite summer treat from your childhood, whether it was a refreshing ice cream flavor or a homemade dessert. 

56. Recall a summer book or story that captivated your imagination as a child. Describe the characters, the setting, and the emotions it evoked.

57. Write about a summer family vacation you took as a child. Describe the experience.

Summer poetry prompts

Maybe you want to try your hand at poetry this summer! Remember that poetry thrives on precise word choices that convey concrete images and emotion. Practice playing with specificity! 

58. Write an acrostic poem capturing the essence of summer, one word or phrase per letter S-U-M-M-M-E-R.

59. Craft a poem that explores the energy of a beach on a hot summer day.

60. Write a poem inspired by the scent of freshly cut grass and the feeling of bare feet on the lawn.

61. Reflect on the beauty of a blooming flower in the summer heat.

62. Create a poem that embodies the freedom and exhilaration of riding a bicycle through winding country roads.

63. Write a poem that paints a vivid picture of a summer storm.

64. Craft a poem that explores the enchantment of a starlit sky on a clear summer night, evoking a sense of wonder and awe.

65. Reflect on the simple pleasure of enjoying a juicy slice of watermelon or peach on a hot summer day.

66. Write a poem inspired by the sound of children's laughter echoing through a park.

67. Capture the serenity and tranquility of a lazy afternoon spent swinging in a hammock, embracing the leisurely pace of summer.

68. Create a sonnet about your favorite flavor of ice pop.

69. Reflect on the feel of running through a sprinkler or a summer rain.

70. Write a poem inspired by the rhythm and energy of a summer music festival.

71. Craft a poem that explores the nostalgia of chasing fireflies in the twilight.

72. Reflect on the passage of time and the bittersweet feeling of summer's end.

73. Write a poem inspired by the sand on a beach towel.

74. Build a haiku about something that reminds you of summer in nature. (For haiku help, go here .)

75. Write a poem about missing out on a treasured summer tradition and what you had to do instead. 

Summer adventure story ideas

76. Two best friends embark on a sailing adventure, exploring remote islands, encountering marine wildlife, and discovering the true meaning of friendship.

77. In a sleepy beach town, a young artist finds inspiration in the local community and stages an unforgettable summer art exhibition.

78. During a summer internship at a renowned museum, a curious teenager stumbles upon a secret society dedicated to preserving the city's forgotten history, and becomes entangled in a dangerous adventure to protect its secrets from falling into the wrong hands.

79. A group of adventurous kids forms a secret club and embarks on a mission to solve a series of mysterious events plaguing their neighborhood during summer break.

80. A teenager moves to a new town at the end of the school year, and gets a summer job, but they had no idea what they were in for.

81. A retired rock-climber and expedition leader ventures into the wilderness on a solo expedition, testing their survival skills, and hoping to prove their fitness. 

82. A mischievous pair of siblings embark on a mission to solve a local legend, leading them to uncover a hidden treasure and restore the town's forgotten history.

83. Two best friends stumble upon a time-traveling device during a summer camping trip, taking them on an extraordinary journey through different historical eras.

84. A young street performer with extraordinary talents finds herself caught up in a whirlwind adventure when she catches the attention of a mysterious talent scout, leading her on a journey through the city's vibrant arts scene and unexpected encounters.

85. A group of neighbors form a detective club and set out to solve a series of mysterious disappearances in their city during the sweltering summer days, uncovering a hidden criminal network.

Fun summer lists

For this final set of summer writing prompts, I challenge you to make a quick list on each prompt and see what ideas emerge. 

86. Make a list of the top ten best (or worst!) things about visiting a water park.

87. Outline the most essential qualities needed for a summer camp counselor. (Consider how this might be different if kids made the list? HA!)

88. List the ten most fun outdoor games to play during summer.

89. What are the best treats to have during hot summer months? Ice cream? Ice pops? Mojitos? (for those of age, of course!)

90. Essential wardrobe staples for summer. (Again, this would be interesting to compile for different types and ages of people!)

91. Make a list of the top ten best or worst places to visit in the summer.

92. Best movies to watch during the summer. 

93. A deserted island packing list.

94. Best or worst things to ride/ eat/ play at an amusement park or state fair. 

95. Favorite summer swimming holes.

96. List your top ten songs about summer. (Put on a few for inspiration!)

97. Favorite summer snack foods for road trips. 

98. Summer holidays ranked. (Challenge level: look up the summer holidays in a different country!)

99. List the ten essential components of a dream summer break.

100. Ten must-see hikes or waterfalls or parks in your area—perfect for a summer outing!

Summer writing prompts: now you try! 

Give these summer-themed writing prompts a try and see if you don't find yourself enjoying these warm summer days even more!

Which prompt above brings back summer memories for you? Share in the comments . 

Choose one of the prompts above and set your timer for 15 minutes . Write as quickly as you can, playing with the ideas and language. Don't overthink it. 

When finished, share your practice in the Pro Practice Workshop here . And take a look at few other writers' work too, leaving an encouraging word. Not a member? We'd love to have you along this summer! Check it out here . 

Sue Weems is a writer, teacher, and traveler with an advanced degree in (mostly fictional) revenge. When she’s not rationalizing her love for parentheses (and dramatic asides), she follows a sailor around the globe with their four children, two dogs, and an impossibly tall stack of books to read. You can read more of her writing tips on her website .

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74 Summer Writing Prompts for Students to Keep Them Engaged and Creative

By: Author Valerie Forgeard

Posted on Published: September 7, 2022  - Last updated: July 31, 2023

Categories Creativity , Inspiration , Writing

Summer vacation is a time for students to relax and enjoy themselves. However, it can also be a time for students to get creative and engage in writing activities. Here are 74 summer writing prompts to help students stay engaged and entertained during the summer months!

• What makes you feel like summer is finally here?
• What words can you use to describe summer?
• What does summer smell like?
• What happens at the beginning, middle, and end of summer?
• How did your school year end?
• Write down what you’re looking forward to this summer.
• What goals have you set for yourself this summer? (e.g., make a new friend, travel more often).
• Who’ll you spend the summer with?
• What’s the best part of summer?
• How would you describe a perfect summer day?
• Do you like to be outside in the summer or prefer to stay inside? And why?
• How do you feel about picnics in the summer? Do you have a favorite food or place to have a picnic?
• What’re three summer activities you want to do this summer?
• What summer activity is at the top of your agenda for your next summer vacation?
• What’s the worst thing that can happen during the summer?
• What did you do on your last vacation?
• What’s your favorite food to eat in the summer?
• Your favorite summer color?
• Your favorite summer clothing?
• Your favorite summer drink?
• Your favorite ice cream?
• Your favorite summer song?
• Your favorite summer story?
• Your favorite writing activity?
• Your favorite summer activity (beach, pool, etc.)?
• What’s your favorite summer movie and why?
• What kind of books do you like to read at the beach and why?
• What’s the most important thing about being home in the summer?
• What animal would be your spirit animal for the summer? (For example, a dolphin because it’s playful and friendly).
• You and your family are on vacation! What’re you doing there? (picture or story)
• What was it like the first time you went on vacation with your family?
• Write down the last time you went camping with your family or friends and describe what happened that day.
• What’s your favorite memory of summer camp?
• What crazy and ridiculous things can happen at summer camp?
• What’s the most amazing thing you’ve ever seen in nature?
• Write about a song that reminds you of summer vacation.
• What’s your favorite summer memory?
• Describe the first time you went to the beach or swimming pool as a child and tell us about that experience (don’t forget to mention what happened before and after).
• Have you ever been to a waterfall? If so, how did it make you feel?
• What’s your least favorite summer memory?
• What would you like to do again?
• What does July 4th mean to you?
• What do you think is the best part of summer?
• What do you think is the worst part of summer?
• What’s the most embarrassing thing that’s happened to you this summer?
• What do we all have in common when it comes to our summers?
• What did you do this summer that you’re proud of?
• What’s your favorite thing to do outside this summer?
• If summer were a person, what kind of personality would it have?
• What did you not get done this summer that you wish you’d have had time to do?
• Where have you been this summer that you’ve never been before?
• What’s the best way to spend a hot summer day?
• What would be your dream vacation spot? And why?
• What’s the best way to cool off when it’s hot?
• What do you like to eat when it’s hot outside?
• What would it be and why if you could only take one thing with you on vacation this summer?
• How is daylight saving time different from wintertime (other than temperature)? Should there be more differences between the seasons, or are these differences enough?
• What do you want to be when you grow up?
• Write down what you’d do if it never rained again
• Write about what you’d do if the sun never came up again.
• Write an epic poem about everything you’ve planned for your summer vacation (and all the fun things that might happen along the way).
• Write an acrostic poem
• How do you imagine Christmas in the summertime?
• Write a short story or a scene at the beach where someone is trying not to get caught up in their worries while hanging out with friends or family-however hard that might be!
• Write about a time when you tried something new this summer, and changed your life.
• Describe what made this summer different from all other summers (in your opinion).
• If you could choose how long your summer vacation would be, what time would you choose and why?
• How will the upcoming school year be different than the last?
• Do you’ve homework to do before you go back to school?
• If you could choose one teacher for the upcoming school year, who’d it be?
• What’re you looking forward to when you go back to school?
• What’re you most afraid of when you go back to school?
• Write down 10 goals for the upcoming school year.
• Write down how you plan to accomplish these goals.

Summer Is a Good Time to Practice Writing

Here are some ideas for making the most of your summer writing prompts:

First, you can use them to encourage creativity in your students. Summer is when kids aren’t in school and not learning as much as they normally do.

You can help them take advantage of this downtime by giving them summer writing prompts that they mightn’t find in their textbooks – for example, writing about their favorite place in the world or describing a dream they had last night. This writing prompt allows them to create something new rather than just regurgitating information from earlier in the year.

Second, you can use summer writing opportunities to practice basic skills like spelling and grammar. Writing isn’t just about writing well, it’s about knowing how to spell and use words correctly, so other people understand what you’re trying to say!

Summer is a great time to practice these skills because students have no pressure at home (and can afford to make mistakes). A great way to do this is to give students homework assignments where they’ve to write emails or letters home about what’s been going on in their lives lately – summer vacation gives them plenty of time to think about it.

Improve Your Creative Writing Skills During Summer Vacation!

If you’re a student or a parent of a student, you know all too well how important writing help is during the summer.

Summer is often when students have a lot more free time, but it’s also when teachers aren’t around to provide helpful feedback and guidance. This can make it much harder for students to get the support they need to do well in writing, a skill that will be useful throughout their lives.

There are many ways you can use summer writing help:

• You can talk to your teacher about getting extra practice during the summer months. Many teachers offer “distance learning” programs where they create materials that students can use on their own time at home (sometimes even before school starts again). This way, they can continue to work on the subject matter and get additional practice on certain skills that may have been difficult for them during the year.
• You can request one-on-one tutoring with someone who’s experienced working with students like you! A tutor can help you understand what’s going wrong and give tips on improving your writing skills, so that next year doesn’t look like this year!

A Great Time to Journal

These creative writing prompts are also a great way for students to start journal writing.

When you first start writing a journal, it can be quite intimidating. There are so many different options; if you don’t know where to start, it can feel like it’s just not working for you.

But journal writing doesn’t have to be complicated! Summer may be the best time to try it – especially if you want your kids to get into the habit of putting their thoughts and feelings down on paper. Here are some tips on how to make journal writing more fun:

Start With Small Topics

Don’t take on the big topics right away, but write about something simple, like your favorite color or an animal that lives in your yard. This way, students can explore their feelings about these topics without feeling overwhelmed by the task.

Use Prompts That Evoke Emotions Rather Than Memories

For example, instead of asking them what they did last summer (which would likely lead them down a path full of memories of previous summers), ask them what they’d like to do this summer! This allows them to think

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Reap what you sow, set your story during the hottest day of the year., center your story around an unexpected summer fling., write about a character who is allergic to heat., start or end your story with a heatwave announcement., write about a summer vacation gone wrong..

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What was meant to be a great bonding vacation turns sour when an uninvited guest tags along.

Write a story about a character who returns home changed by someone they met on a trip., the cicadas came early this summer. little did everyone know that it was actually an omen., write a story about a character whose favorite season has switched from winter to summer. why, it just hit 110 degrees fahrenheit, and your air conditioning unit just broke., subscribe to our prompts newsletter.

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Write a story titled "It Happened One Summer."

Write a story about a summer fling., write a story about a family summer vacation to europe that… does not go to plan..

• Set your story in the woods or on a campground.

End your story with someone saying: “What a day.”

Write a story about a tea party that your character is reluctant to go to., write a story about characters going on a summer road trip..

• Write a story about somebody reminiscing on an event that happened many summers ago.
• End your story with somebody stepping out into the sunshine.
• Write about the longest day of the year, or a day that never seems to end.

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The best summer writing prompts

Fun at the beach, an awe-inspiring trip in nature, exploring and camping on long, sunny days — summer is many perople's favorite season for good reason. The possibilities seem endless, and there are therefore an endless number of summer stories to tell. Luckily for you, we've got plenty of ideas for thosewith our summer writing prompts.

Whether your characters are enjoying the final days of a golden summer with friends before returning to school, hanging out at the neighborhood pool, or about to travel on the vacation of a lifetime filled with sun, sea, and sand — and perhaps a summer romance — there's adventure around every corner.

Here are our top ten summer writing prompts:

• Write about characters going on a summer road trip.
• Write a story about a family summer vacation to Europe that… does not go to plan. 
• Write a story about a summer fling. 
• Write a story about another day in a heatwave.
• Write about a community that worships Mother Nature.
• Write a story that begins with someone's popsicle melting.

Looking for more tips for your writing? Check out the free resource below:

• How to Master the 'Show, Don't Tell' Rule (free course)  — Summer is a season of the senses — the stickiness of ice cream, the crashing of waves, heat radiating off the sidewalk, and the smoky smell of bbq. And that means you're going to want to get your descriptions spot on. To brush up your skills, try out our free course.

Want more help learning how to write a summer short story? Check out  How to Write a Short Story That Gets Published  — a free, ten day course guiding you through the process of short story writing by Laura Mae Isaacman, a full-time editor who runs a book editing company in Brooklyn.

Ready to start writing? Check out Reedsy’s weekly  short story contest , for the chance of winning $250! You can also check out our list of  writing contests  or our directory of  literary magazines  for more opportunities to submit your story.

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• Admitted Students
• Summer Reading Assignment

Summer Reading Assignment Rubric

All incoming Honors first-year students complete the Summer Reading Assignment as their first assignment for their HONR 102: Introduction to Honors class. You can find this year's Summer Reading Assignment here and the format and rubric for that assignment below.

Prompts 1-2: Essay Assignment

Formatting your paper.

• 1200-1500 words
• double-spaced
• 12-point font size
• Times New Roman
• one-inch margins
• APA or MLA format
• Include a cover page with your name, title of assignment and date

Essay Grading Criteria

The assignment will be graded out of a total of up to 100 points.

Content (20 possible points)

• Grade of A: original ideas, complex concepts, compelling evidence with concrete details. Uses at least five quotes or references at least five themes from the book.
• Grade of B: complex concepts, significant assertions, strong evidence with concrete details. Uses three to four quotes or references three to four themes from the book.
• Grade of C: useful and informative, some errors but generally factually accurate, logically consistent, relevant to topic. Uses two quotes or references two themes from the book.
• Grade of D: of doubtful or severely limited usefulness, some but not frequent inaccuracy, inconsistency, irrelevance or triviality. Uses one quote or references one theme from the book.
• Grade of F: not useful or informative, factual inaccuracy, logical inconsistency and irrelevance to topic selected, trivial assertions. Does not incorporate a quote or reference from the book.

Organization (20 possible points)

• Grade of A: extraordinarily clear and concise, excellent transitions.
• Grade of B: clear and concise, good transitions.
• Grade of C: clear with adequate transitions.
• Grade of D: unclear at times, uneven transitions.
• Grade of F: confusing, few to no transitions.

Style (20 possible points)

• Grade of A: sentence and paragraph constructions which are varied as to type and length; avoids comma splices, run-on or fused sentences, and overused works that no longer have meaning; appropriate and exact word choice.
• Grade of B: sentence and paragraph constructions which are somewhat varied as to type or length; few comma splices, run-on or fused sentences; appropriate and exact word choice; contains very few overused words that no longer have meaning.
• Grade of C: clear, coherent sentences and paragraphs; several comma splices, run-on or fused sentences; appropriate word choice; contains a few overused words that no longer have meaning.
• Grade of D: coherent but sometimes unclear sentences and paragraphs, generally competent; many comma splices, run-on or fused sentences; inappropriate word choice at times; contains overused words.
• Grade of F: incoherent sentences and paragraphs; little evidence of correct sentence construction; unrecognizable or inappropriate word choice; contains many overused words that meaning is unclear.

Mechanics (20 possible points)

• Grade of A: very few to no errors or typos.
• Grade of B: a few errors and typos.
• Grade of C: moderate errors, several typos.
• Grade of D: many errors, many typos.
• Grade of F: carelessly constructed with little to no attention to mechanical correctness.

Ability to Tie Ideas to Themes in the Book (20 possible points)

• Grade of A: exceptionally ties ideas and concepts back to themes in the book; clear student read book.
• Grade of B: thoughtfully ties ideas and concepts back to themes in the book; strong evidence supports that student read book.
• Grade of C: generally ties ideas and concepts back to themes in the book; some evidence demonstrates student read book.
• Grade of D: carelessly attempted to tie ideas and concepts to themes in book; little evidence suggests student read book.
• Grade of F: did not tie any ideas or concepts to themes in book; no evidence to demonstrate student read book.

Prompt 3: Digital Narrative or Video Assignment

Requirements.

The video or digital narrative must include :

• A thesis statement.
• At least 7 photographs with 3-5 sentences of narrative for each photo that support the thesis. Students are welcome to use pictures of themselves, their lives, their books, their family, or whatever photographs they feel relates to their experience with generational trauma. You are welcome to integrate pictures from Maus as well. (Digital Narrative)
• At least 45 seconds of information that supports your thesis in a cohesive narrative. (Video)
• An explanation of what the generational trauma has to do with Maus.
• An explanation of how the trauma of your ancestors has affected you and other descendants of other people who lived through the same traumatic historical event.
• Music, pictures, narrative and videos that creatively illustrate your main thesis.

Video and Digital Narrative Grading Criteria

Answering the questions: How does this song make you feel about home? How do you identify with the song? How does Wu’s description of the person singing the song in the novel influence your feelings towards the song and your home?

• Grade of A: original ideas, complex concepts, compelling evidence with concrete details.
• Digital Narrative must also include: Seven photographs with three to five sentences of narrative for each photo.
• Video must also include: at least 45 seconds of information the supports the thesis in a cohesive narrative.
• Grade of B: complex concepts, significant assertions, strong evidence with concrete details.
• Digital Narrative must also include: Five to six photographs with three to four sentences of narrative for each photo.
• Video must also include: at least 30 seconds of information the supports the thesis in a cohesive narrative.
• Grade of C: useful and informative, some errors but generally factually accurate, logically consistent, relevant to topic.
• Digital Narrative must also include: Three to four photographs with two sentences of narrative for each photo.
• Video must also include: at least 20 seconds of information the supports the thesis in a cohesive narrative.
• Grade of D: of doubtful or severely limited usefulness, some but not frequent inaccuracy, inconsistency, irrelevance or triviality.
• Digital Narrative must also include: One to two photographs with one sentence of narrative for each photo.
• Video must also include: at least 10 seconds of information the supports the thesis in a cohesive narrative.
• Grade of F: not useful or informative, factual inaccuracy, logical inconsistency and irrelevance to topic selected, trivial assertions.
• Digital Narrative has zero photographs with zero sentences of narrative.
• Video must also include: at least 5< seconds of information the supports the thesis in a cohesive narrative.
• Grade of A: Extraordinarily narrative, visual matter and speaking. Includes a thesis statement.
• Grade of B: Clear and concise narrative, visual matter and speaking. Includes a thesis statement.
• Grade of C: Clear with adequate narrative, visual matter and speaking. Includes a thesis statement.
• Grade of D: Unclear at times narrative, visual matter and speaking. Did not include a thesis statement.
• Grade of F: Confusing narrative, visual matter and speaking. Did not include a thesis statement.
• Grade of A: Video and photographs should be of high quality. Any spoken word should be of high quality and lack background noise.
• Grade of B: Video and photographs should be of sound quality. Any spoken word should be of sound quality and background noise should be limited.
• Grade of C: Video and photographs contain a few irregularities. Any spoken word may be less clear.
• Grade of D: Background noise is apparent. Videos and photographs are not clear.
• Grade of F: Background noise is apparent. Cannot hear student. Videos and photographs are not in focus.
• Grade of A: Very few to no errors or typos.
• Grade of B: A few errors and typos.
• Grade of C: Moderate errors and several typos.
• Grade of D: Many errors and typos.
• Grade of F: Carelessly constructed with little to no attention to mechanical correctness.
• Grade of A: Exceptionally ties ideas and concepts back to themes in the book; clear student read book.
• Grade of B: Thoughtfully ties ideas and concepts back to themes in the book; strong evidence supports that student read book.
• Grade of C: Generally ties ideas and concepts back to themes in the book; some evidence demonstrates student read book.
• Grade of D: Carelessly attempted to tie ideas and concepts to themes in book; little evidence suggests student read book.
• Grade of F: Did not tie any ideas or concepts to themes in book; no evidence to demonstrate student read book.

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Summer Reading Archive

Summer reading 2023.

The Cultural and Intellectual Community Council (CICC) selects the annual intellectual theme related to the Summer Reading and distributes funds for related programming during the Academic year. The Intellectual Theme for CICC sponsored programs in 2023-24 is Access and Opportunities. Access and Opportunities focuses on structures that enable (or constrain) certain groups to have a real chance for advancement or progress based on their intersecting identities. For many people, access and opportunity can be a mirage that is hard to understand and navigate especially given cultural narratives that frame access and opportunity as freely and equally available to all.

Essay Instructions

Students should choose one Theme and then answer one or more of the questions under that Theme in their essay responses.

Theme 1: Who Is Unknown/Known?

1. What is unknown about these unknown Americans? Why do these immigrants feel (un)seen and (un)heard? Specifically, what kind of stereotypes does the book counter about Latin American immigrants? By the end of the book, what do we now know about these unknown Americans?

2. Take a moment to identify another group of unknown Americans. What makes them unknown (or misunderstood)? How do the issues discussed in the book connect to (or depart from) the dynamics you identified for this other (un)known group?

Theme 2: Family Dynamics

1. The novel features immigrant parents and first generation children. How do generational dynamics in these immigrant families influence their interactions with each other and their broader communities? How are these family dynamics influenced by the broader community?

3. How would you describe the gender dynamics present in the book? What is the family’s role in gender socialization? How does gender socialization influence expectations, roles, and limitations placed on characters? How do the characters conform or resist these expectations?

Theme 3: Disability

1. How are disabilities represented and treated in the novel, and how do other characters respond to characters with disabilities? What attitudes are represented? Comment on some of these attitudes and interactions/treatments?

2. How is the disability experience represented in the book affected by other structural factors (i.e., socioeconomic status, immigration status, language barriers, etc.)

Theme 4: The American Dream

1. How is access to (and opportunity for) realizing The American Dream, the idea that in America everyone, regardless of race, creed, or class, can enjoy prosperity, liberty, and the pursuit of happiness, represented in the book? What structural and institutional factors facilitate and/or inhibit access and opportunity related to The American Dream?

2. Where did your family come from? What are some immigration stories that are told in your family? How do your own family stories connect to (or depart from) the narratives found in the book?

3. For many of these characters, stepping on United States soil is already representative of the American Dream, but in many ways it is overwhelmingly more disappointing than initially expected. What are your thoughts on the American Dream, and how do these beliefs present themselves in the novel?

Summer Reading 2022

A passion is defined as “an intense desire or enthusiasm for something.’’ This can include a passion for the arts, a passion for a sport, a passion for a philanthropic cause, an intellectual passion, or anything else that sets your soul on fire. Through hard times, it can seem impossible to maintain optimism and have a reason to keep fighting. This is why having a passion is so crucial.

We hope that reading this book will inspire the student body to lean into their passions, no matter how unconventional or fantastical. Our speaker will inspire conversations about overcoming adversity, finding the light in a dark situation, and empowering students to home in on their passion and continue pursuing it throughout their academic and professional life.

Topic 1: Personal Passions On p. 216, Jarrett says, “But now that I’m in my teens, I fill sketchbooks just to deal with life. To survive.” Throughout Jarrett’s story, art served as an outlet for his emotions, a way for him to make sense of his experiences, and a channel for his creativity

• What are some ways art, and art class, shape Jarrett’s life in high school?
• What is some form of passion that has enriched your life and shaped you as a person?
• What passions do you hope to discover and cultivate in your time at TCNJ?

Topic 2: Art and Storytelling Read “A Note on Art” at the end of the book. In addition to Jarrett’s own drawings, he also includes drawings, letters, and other artifacts from his childhood in the memoir.

• How does the memoir’s illustrations contribute to its effectiveness?
• Choose a series of images you thought were particularly powerful. What is it about these images – the combination of art and text – that work so well? How do they enrich the reader’s understanding of Jarrett’s experiences?
• What other powerful examples of visual storytelling have you encountered?

Topic 3: Understanding and Resilience Jarrett’s story is one of struggle, uncertainty, addiction and conflict, but it is also a story about love, recovery, hope, and perseverance.

• Describe some of Jarrett’s family’s challenges.
• How does the memoir complicate or challenge stereotypical depictions of addiction and love?
• Has there been a time in your life when you have overcome or helped someone else overcome personal adversity?

Summer Reading 2021

The challenges of the past year have threatened people’s physical and psychological well-being, both personally and professionally. Resilience is the capacity of an individual to withstand, bounce back from, and work through challenging circumstances and events. We chose the intellectual theme Resilience to provide an opportunity for our community to reflect on our own stories and to rebuild our trust in life and to heal.

In order to prepare for a faculty or staff-led discussion with your peers, choose one of the following four prompts for your response. You may respond in one of several ways. A traditional essay of approximately 500 words is acceptable. You may also choose an alternate format such as a visual art project, photo essay, poetry, a music playlist, or a video response. If you choose an alternate format, your response must be accompanied with a brief explanation of the connection to the book and chosen prompt.

NOTE: please make explicit reference to the book and use page numbers to cite those connections.

• What is your own definition of resiliency? What makes you a resilient person? What are your personal strengths that contribute to your resiliency? What resources (people, groups, etc.) have helped you be resilient in difficult times? What TCNJ campus resources are you already aware of that may help you be a resilient student in times of difficulty? Are there any obstacles to resiliency or conditions that make it harder?
• Reflect on your results. The book talks about ACE experiences of different characters. Which of these characters do you feel you can best relate to?
• Dr. Harris recommends 6 things to her patients (see p. 168). With each recommendation, rate yourself on a scale of 1-5 for how you did over this last week.
• How can a person’s understanding of their own ACE score be a tool for self-empowerment and advocacy?
• In your own words, explain what you remember about what happens when the stress response system becomes dysregulated.
• When is it a good thing for the stress response system to cut off access to the pre-frontal cortex? You can use the author’s example of the bear in the woods if it helps to have an example.
• What are some of the effects of cortisol?
• What does an activated stress response system do to the immune system?
• What are the key factors that shield children from the negative effects of adverse experiences?
• The author believes that trauma becomes embedded in a community. Discuss the ways in which you agree or disagree with this idea.

Summer Reading 2020

Our annual Community Learning Day and Teach-In will be held on September 2nd with two showings of the play at 2:00pm and 8:00p.m. in Kendall Hall. There will be evening shows of Nottage’s play in Kendall Hall, each night September 1st through 4th.

In Sweat, Nottage explores issues that are front and center in American discourse through the examination of a community struggling with economic decline. While these communities are in many ways the backbone of America, their voices are not always heard.

With this year’s theme of Visibility, TCNJ is asking whose voices are heard, whose are silenced, which voices are privileged and which are undervalued? As we approach another election, we recognize that many of our students will have their first opportunity to vote for our highest office. We hope that this play opens up discussions that will help engage our students’ curiosity about who we are as a country and encourage them to be open to all voices. We want our students to really see one another and invite new possibilities as they welcome visibility from one another and claim it for themselves.

We invite the campus community to organize and participate in this dynamic and meaningful programming under this unifying concept.

In selecting Lynn Nottage’s Sweat as the summer reading text for the graduating class of 2024, CICC recognizes that each of our incoming students arrives with a worldview influenced by their individual lived experiences. Our students’ identities are unique and varied, yet similar in that they all likely come with some degree of privilege and pain. We hope that this shared reading will contribute to understanding, compassion, and love for one another as the class of 2024 begins this journey together. We expect students and facilitators will have meaningful conversations that bridge both disciplinary and personal divides.

The Summer Reading Program discussions will take place on the afternoon of Wednesday, September 2, 2020. Below are instructions for how to respond to the book. All students should be prepared to discuss your reactions to the text at your assigned discussion time.

STEP 1: Read and Respond

In order to prepare for a faculty or staff led discussion with your peers, choose one of the following prompts for your response. You may respond in one of several ways. A traditional essay of approximately 500 words is acceptable. You may also choose an alternate format such as a visual art project, photo essay, poetry, a music playlist, or a video response. If you choose an alternate format, your response must be accompanied with a brief explanation of the connection to the play and chosen prompt. For instance, if you choose a playlist, either say why each song was chosen or as an introduction to the playlist, discuss what you want to communicate with your song choices. If you create a visual arts project, write a brief artist’s statement explaining the meaning of your piece.

It is important to note that this is not an assignment about writing the perfect academic essay. We encourage you to share an authentic response to the reading. Be real, be honest, allow your voice to be heard so that we can begin to truly be visible to one another.

TIP: When quoting text, please add the page number in parenthesis.

STEP 2: Post your response

Your response must be posted to the SRP-099 discussion board in the college’s course management system, Canvas, after August 1st and no later than August 23rd.

Optional: In addition to posting your written response, you are encouraged to use FlipGrid to post a short (less than 2 minute) video of your response to the book. The video is meant to add your voice to your response and be a fun way to interact with your classmates. If your formal response is a video, use FlipGrid to talk about how your idea came to be similar to a movie director’s commentary or an album’s track commentary.

STEP 3: Respond to others

Once you have posted your response (and optional FlipGrid video), please read or view at least three entries from other students and share your thoughts with them. Your response to your colleagues should be of substance. Ideas include (but are not limited to); 1) sharing how your opinions complemented or contradicted; 2) something that this response made you think differently about; 3) connections you may have made with this person’s response. You can respond to both formal entries and FlipGrid videos.

NOTE: Since students will be submitting their work at different times throughout the month of August, you may have to keep checking the site for new entries when you are ready to submit responses to peers.

Prompt options: Please choose one of the following prompts and indicate to which prompt you are responding in your entry to Canvas.

1. In the play, Nottage uses current events to provide context for each scene. First, using one scene, write about the connection between the news that introduces the scene and what is happening in the lives of the characters. Then, identify something from today’s current events and draw a connection between that and its impact on your own life or reality in your community.

2. In Act I, both Chris and Jason are making decisions about what kind of work they want to pursue in their adult life. How are each of them making that decision? What factors are they both using to weigh out the cost/benefits of deciding about their future?

3. Intersectionality is a term used to identify how overlapping categories of identity impact individuals and institutions, and take these relationships into account when working to promote social and political equity. While struggling with the economic decline, the communities in this play are in many ways the backbone of America. Yet, their voices are not always heard. In this play, longtime friends see their paths dramatically diverge. How do systems of oppression pit folks against one another even when they would be better served by working together? Write about a character in the play in terms of his identities on how their voice was heard, not heard or undervalued. What is happening that we can see? And, what is happening below the surface?

Summer Reading 2019

In selecting Darnell Moore’s No Ashes in the Fire: Coming of Age Black & Free in America as the summer reading text for the graduating class of 2023, CICC recognizes that each of our incoming students arrives with a worldview influenced by their individual lived experiences. Our students’ identities are unique and varied, yet similar in that they all likely come with some degree of privilege and pain. We hope that this shared reading will contribute to understanding, compassion, and love for one another as the class of 2023 begins this journey together. We expect students and facilitators will have meaningful conversations about the experiences of how personal history impacts our current reality. We believe these conversations will also highlight another of TCNJ’s core values: “Inclusiveness.”

The Summer Reading Program discussions will take place on the afternoon of Monday, August 26, 2019. Below are instructions for how to respond to the book. All students should be prepared to discuss your reactions to the text at your assigned discussion time.

STEP 1 : Read and Respond

In order to prepare for a faculty or staff led discussion with your peers, choose one of the following prompts for your response. You may respond in one of several ways. A traditional essay of approximately 500 words is acceptable. You may also choose an alternate format such as a visual art project, photo essay, poetry, a music playlist, or a video response. If you choose an alternate format, your response must be accompanied with a brief explanation of the connection to the book and chosen prompt.

Summer Reading Essay Prompts:

• Much of Moore’s story is influenced by looking into his past. This includes exploring the lives of his parents. Many of us only see our parents or caregivers from our own egocentric perspective — they are there for us. What do you know about the people who raised you beyond the task of raising you. What do they love? How do they see themselves? What were their hopes and dreams when they were your age? If you don’t know — ask.
• What did you read in your K-12 schooling experience that reflected how you see yourself or who you hoped to be? Discuss what you read and how it influenced or had an impact on you.
• Masculinity is often defined for us by society and the people close to us. Throughout Darnell Moore’s life he had many experiences where he had to act more “masculine” to feel acceptance within his relationships, neighborhood, college, and family. How does Darnell Moore’s memoir help us improve our understanding of masculinity in modern society?

STEP 2 : Post your response

Your response must be posted to the SRP-099 discussion board in the college’s course management system, Canvas, after July 10, 2019 and no later than August 16, 2019.

STEP 3 : Respond to others

Summer Reading 2018

In selecting Jennine Capó Crucet’s Make Your Home Among Strangers as the summer reading text for the graduating class of 2022, CICC recognizes the transition that incoming students face as they meet new people, make new friends, encounter new ideas, and enlarge their intellectual landscape. Students must balance multiple worlds and shape new identities that often challenge their sense of home. We expect students and facilitators will have meaningful conversations around the experiences of first-generation college students and newcomers to the United States. We believe these conversations will also highlight another of TCNJ’s core values: “Inclusiveness.”

The SRP discussions will take place on the afternoon of Monday, August 27th.

Jennine Capó Cruce will speak on Wednesday, September 26, 2018 at noon in Kendall Hall, Main Auditorium.

Purchase Make Your Home Among Strangers from the Bookstore

In order to prepare for a faculty or staff led discussion with your peers, choose one of the following questions and respond in approximately 500 word post to the SRP-099 discussion board in the college’s course management system, Canvas , after July 10th. Your short essays should show evidence of your thorough grasp of the book, but you should not quote at length. When quoting text, include the page number in parenthesis. You must post these responses by Wednesday, August 15. In addition, respond to three other students’ essays in a substantive way (at least 100 words in each response) prior to your discussion, August 27. Substantive responses may include 1) additional examples that address the same topics that the students discuss; 2) reflections that link your personal experience to the text; or 3) questions that you may have regarding students’ essays.

1) In her book, Make your Home Among Strangers , Jennine Capó Crucet discusses the experience of a first generation college student from the point of view of the protagonist Lizet. How do Lizet’s relationships contribute to her college experience and her sense that “everything is new”? What does the novel suggest about how class, privilege, stereotypes, opportunities, insecurities, challenges, and a new environment all help Lizet discover and define herself? Discuss specific examples from Crucet’s book that best support your assertions. Feel free to contemplate and address your own concerns as you move into your first year of college.

2) Even though this is a work of fiction, Capó Crucet discusses events surrounding the immigration case of Elian Gonzalez in South Florida, although she calls the boy Ariel Hernandez. How does Capó Crucet draw parallels between Ariel’s experience, which becomes a public spectacle, and Lizet’s private circumstances? Have you found yourself in a comparable position and been able to draw connections between your own personal experience and events and issues in the larger culture? Discuss specific examples from the book as you make your case.

If you have questions, please contact Dr. Felicia Steele, Summer Reading Program Faculty Fellow, [email protected] .

Summer Reading 2017

Part of broader TCNJ discussions, including Sustained Dialogues, the President’s Commission on Social Justice, and past CICPC themes, “Who We Are” is intended to promote campus-wide discussions about the personal, cultural, and transformative journeys of all members of the TCNJ community, both as individuals and the groups with which they identify. This theme reflects one of the core values of TCNJ: self-reflection. By sharing personal stories with each other, we can empathize with the challenges each of us faces singularly and collectively in our ever-changing world. We have much to learn from each other as we continue to engage in ongoing difficult conversations about complex issues across campus. Through these conversations, we have an opportunity to explore and appreciate how each of us can succeed, how each of us can grow through successes and failures, how each of us can change our beliefs and commitments, and how our circumstances shape our identifies and life.

Purchase No Apparent Distress from the Bookstore

In order to prepare for a faculty or staff led discussion with your peers, choose one of the following questions and respond in a 500 word post to the SRP-099 discussion board in the college’s course management system Canvas. Your short essays should show evidence of your thorough grasp of the book, but you should not quote at length. You must post these responses by Monday, August 14. In addition, respond to three other students’ essays in a substantive way (at least 100 words in each response) prior to your discussion, August 28. Substantive responses may include 1) additional examples that address the same topics that the students discuss; 2) reflections that link your personal experience to the text; 3) questions that you may have regarding students’ essays. You will not be able to respond to your peers until you have posted a contribution to the discussion board.

1) In her book, No Apparent Distress: A Doctor’s Coming-of-Age on the Front Lines of American Medicine, Dr. Rachel Pearson opens with a frank discussion of a medical error that contributed to the death of one of her patients. She also recounts her family’s educational history and her personal educational history. How do Pearson’s relationships with her patients, her family, and her peers contribute to her sense of “Who she is” as a doctor? What does her memoir suggest about the nature of education and the formation of professional identity? Discuss specific examples from Pearson’s book that best support your assertions.

2) Pearson did not originally set out to be a doctor. Before attending medical school, she spent a year in an MFA program in creative writing from Columbia University. How does Pearson’s storytelling illuminate the connections between race, class, and medical care? You may also discuss how issues related to social class influenced Pearson’s decision to change careers. Discuss specific examples from Pearson’s book that best support your assertions.

Summer Reading 2016

The Cultural and Intellectual Community Program Council (CICPC) selects the annual intellectual theme, funds related programming during the academic year, and selects the summer reading book, which begins our year-long exploration of the intellectual theme. The theme for CICPC sponsored programs in 2016-2017 is “Toward Just and Sustainable Communities”. Faculty, staff, and students from around the college will present speakers, film series, performances, and other events related to the theme.

This year’s intellectual theme, “Toward Just and Sustainable Communities,” asks the TCNJ community to explore connections among social justice, sustainability, and community, and to consider these terms expansively and creatively. How do we define community? What are the manifestations of justice in our communities? What do we mean when we talk about sustainability? The theme suggests the power of human agency; we can move “toward” meaningful action. The Summer Reading text, Will Allen’s The Good Food Revolution, describes his project, Growing Power, and honors and celebrates what others have done to promote healthy communities through urban gardens that grow affordable and sustainable “good food.” Grounded in the history of changes in agriculture and the American food system during the Great Migration, Allen’s book serves as a model of the cross-disciplinarity possible in discussions of community, justice, and sustainability.

Purchase the book from the TCNJ bookstore

In order to prepare for a faculty or staff led discussion with your peers, choose one of the following questions and respond in a 500 word post to the SRP-099 discussion board in the college’s course management system Canvas . Your short essays should show evidence of your thorough grasp of the book, but you should not quote at length. You must post these responses by Monday, August 15. In addition, respond to three other students’ essays in a substantive way (at least 100 words in each response) prior to your discussion, August 29. Substantive responses may include 1) additional examples that address the same topics that the students discuss; 2) reflections that link your personal experience to the text; 3) questions that you may have regarding students’ essays.

1) In his book, The Good Food Revolution: Growing Healthy Food, People, and Communities, Will Allen tells the story of how his family, like so many other American families, lost the power to grow their own healthy foods and feed themselves when they left rural farms for city life. The title of his book suggests growing healthy food will lead to healthier people and healthier communities, re-empowering them in a “good food revolution.” To what extent do you think this movement can succeed in creating revolutionary changes, both in cities and in your own community?

2) Will Allen uses his family’s history to connect his readers to the Great Migration and the impact that movement from the rural US to urban centers had on African American communities. How does Allen’s storytelling illuminate the connections between race, food, and just and sustainable communities? Discuss specific examples from Allen’s book that best support your answer.

Summer Reading 2015

The Cultural and Intellectual Community Program Council (CICPC) selects the annual intellectual theme, funds related programming during the academic year, and selects the summer reading book, which begins our year-long exploration of the intellectual theme. The theme for CICPC sponsored programs in 2015-2016 is “College and Change”. Faculty, staff, and students from around the college will present speakers, film series, performances, and other events related to the theme.

College is a place of personal transformation for students, and college prepares students for success in their future lives. But immersion in a campus culture also shapes a student’s place in the world, socially and ecologically. What can students learn in college that will help them become responsible agents of change in society and in society’s relationship to the nature world? In The Nature of College, James Farrell writes, “College education isn’t just classes, papers, and GPAs. It’s also an open invitation to engage designing minds, first in understanding the designs of nature, second in understanding the culture of nature, and finally in designing a culture that enriches nature’s health and our own deep fulfillment.” To fully appreciate the possibilities of the college experience, we might look to environmentalist David Orr’s words and envision our college as a place where students gain the capacity to design the future.

The Nature of College was selected as the summer reading text because it embodies the theme “College and Change”.

With the theme “College and Change” in mind, please be prepared to discuss The Nature of College with your fellow students and a faculty/staff facilitator in your Summer Reading discussion group on August 24, 2015.

In order to prepare for your discussion, please write a response of at least 200 words to all three questions that follow these instructions. Your short essays should show evidence of your thorough grasp of the book, but you should not quote at length. You will post these responses by Monday, August 10, to a discussion board on the campus learning management system Canvas. Additional specific directions will be posted on the Summer Reading Program website by August 1st.

Furthermore, you are also required to comment on at least three other students’ essays (at least one in each discussion forum) in a substantive way (at least 100 words), by Saturday, August 15. Please select a student who has not received feedback for your comments rather than responding to the first entry you read. Also please do not make grammatical comments; your goal is to focus on the ideas discussed by other students rather than the writing quality. You will want to write your response and your comments in a word processing program and then paste your work into CANVAS.

Your writing and participation in the summer reading program should be consistent with the standards of academic writing and integrity. Please indicate the page number for any quotation. In your responses to other students, please be respectful, as you would be in any academic setting. In college, you will encounter students of various backgrounds, communities, and viewpoints. Part of college is learning how to disagree in a polite and constructive way that promotes dialogue.

Essay Questions

1) Imagine the world in which you would like to live and work twenty years after college graduation. What do you need to learn in college in order to contribute to the changes needed to build this world? Frame this essay as a letter to your TCNJ professors. Use terms from the ecologician’s dictionary, which appear throughout Farrell’s book.

2) In what ways does Farrell’s book challenge your expectations of college life and your own role as a college student? How does the book help you identify specific ways in which college students can instigate crucial and fundamental cultural change?

3) Farrell argues that every action you take has an impact on the environment. As a citizen of Earth, discuss the implications of one action you’ve taken since you got up this morning and consider whether those implications are consistent with your values.

Summer Reading 2014

In her annual letter to the incoming first-year class, President Gitenstein highlights the importance of the Summer Reading Program. In her words,

“Your participation in our Summer Reading Program is a first step in your career at the College and should help prepare you for our challenging and engaging academic environment.”

Accordingly, the Cultural and Intellectual Community Program Council adopts the following goals for the Summer Reading Program:

To promote first year student participation in the TCNJ intellectual community by selecting a summer reading text related to the CICPC theme and Community Learning Day

To promote critical analysis of the text by requiring students to respond in writing to assigned questions To model thoughtful intellectual engagement with the text through small group discussions led by a faculty/staff facilitator To provide students with a helpful transition to academic life as part of the Welcome Week program To provide students an opportunity to understand diverse perspectives Essay Assignment

The Cultural and Intellectual Community Program Council (CICPC) selects the annual intellectual theme, funds related programming during the academic year, and selects the summer reading book which begins our year-long exploration of the intellectual theme. Justice is the theme for CICPC sponsored programs in 2014-2015. Faculty, staff, and students from around the college will present speakers, film series, performances, and other events related to the theme. Justice means upholding what is just; but who determines what is just? How is justice perceived and defined across time or cultures? Is justice contextually bound or does it represent a universal truth? How is justice related to notions such as fairness, equality, generosity, opportunity and love? These questions highlight that justice is not confined to the criminal justice system. It can be considered in social and economic contexts, and related to resources and sustainability. To quote Cornel West, “Justice is what love looks like in public.” The Other Wes Moore: One Name, Two Fates was selected as the summer reading text because it embodies the theme of justice.

With the theme of “Justice” in mind, please be prepared to discuss The Other Wes Moore with your fellow students and a faculty/staff facilitator in your Summer Reading discussion group on August 25, 2014.

In order to prepare for your discussion, please write a response of at least 500 words to one of the questions that follow these instructions. Your essays should draw evidence from throughout the book, but you should not quote at length. You will post this response by Wednesday, August 20 to a discussion board on the campus learning management system Canvas. Additional specific directions will be posted on the Summer Reading Program website by August 1st. Furthermore, you are also required to comment on at least two other students’ essays in a substantive way (at least 100 words). Please select a student who has not received feedback for your comments rather than responding to the first entry you read. Also please do not make grammatical comments; your goal is to focus on the ideas discussed by other student rather than the writing quality. You will want to write your response and your comments in a word processing program and then paste your work into CANVAS.

ESSAY QUESTIONS

1) Wes Moore poses the question, “Do you think we are all just products of our environments? By comparing and contrasting the experiences of the two Wes Moores, show how they are or are not products of their environments. In what ways do you believe your environment shapes or has shaped you?

2) In the stories of the two Wes Moores, can you identify where personal accountability comes into play? In what ways would it be possible for the boys to sustain a sense of personal accountability and agency?

3) Show how the communities of the two Wes Moores view women and men. What role do you believe fatherhood plays in their lives? How do their mothers influence their beliefs and actions?

Summer Reading Program Frequently Asked Questions (FAQ)

Who chose this book?

The Cultural and Intellectual Community Planning Council, a college committee made up of faculty, staff, and students chose the book. It is an engaging book that addresses both this year’s intellectual theme.

Why does TCNJ have an “Intellectual Theme” every year?

The Intellectual Theme provides a unifying framework to events on campus: film series, lecture series, art exhibits, and art performances. One part of the college experience is learning to take advantage of extra- and co-curricular events. You are all strongly encouraged to attend the events of Community Learning Day, and some of you will be required as part of your major to attend a number of events. Nonetheless, the habit of seeking out intellectual engagement across a variety of topics, not just within your own field, is central to your experience as a student and as an intellectual.

Why is there a summer reading?

The first-year class rarely has an opportunity to share a common intellectual experience. The Summer Reading Program is designed to provide an intellectual touchstone to kick-off your first year as part of a thoughtful community of life-long learners who value cultural diversity and the spirit of free inquiry. In addition, the summer reading program allows you to meet faculty and staff from across the college. We want all of you to have an experience reading a serious book about current events, or about issues of current relevance, that complements the experiences in your living/learning community. In addition, we hope that discussions of this book will help to awaken you to the joy of learning for its own sake, outside of the processes of grading and credentialing that has become so important for most college students.

Will I get a grade on my essay?

Completing a satisfactory essay is a requirement of the summer reading program. Students whose essays are found unsatisfactory may be required to do additional work or participate in next year’s summer reading program.

Your essays will be forwarded to the facilitators for the discussion groups for the Summer Reading Program and to your First Seminar instructor. Many of the facilitators will also be First Seminar instructors. Your FSP instructor will decide whether to give you feedback on your writing and whether or not to include the summer essay as part of your FSP course grade. You will discover in your first year of college that people learn best when they use all their intellectual faculties—reading, writing, speaking. The purpose of the essay is to give you an opportunity to think critically about the book and to prepare you to speak confidently about it in your discussion session and with your peers prior to the discussion.

Summer Reading 2013

To promote first year student participation in the TCNJ intellectual community by selecting a summer reading text related to the CICPC theme and Community Learning Day To promote critical analysis of the text by requiring students to respond in writing to assigned questions To model thoughtful intellectual engagement with the text through small group discussions led by a faculty/staff facilitator To provide students with a helpful transition to academic life as part of the Welcome Week program To provide students an opportunity to understand diverse perspectives Valuing our Past and Building Our Future

R. Barbara Gitenstein, President

I am pleased to welcome you to The College of New Jersey community. Your participation in our Summer Reading Program is a first step in your career at the College and should help prepare you for our challenging and engaging academic environment.

The College is a values-based institution that seeks to provide a context in which you will learn and grow. As an institution, we value our past and encourage you to do the same; we also honor our responsibilities to the state and nation and we insist that you do so as well. These responsibilities cannot be met by only looking backward; we must also look around and look ahead. I encourage you to take advantage of the opportunities that will present themselves throughout your time on the campus. In the short time you will spend with us you will further develop your passions and will have the chance to develop new ones. Now is the time to discover the impact you can make on the world. Like the institution that you have joined, your experience at The College of New Jersey is contextual. You will learn from others and they from you; you will learn from their pasts and they from yours.

As a consequence of this contextual learning, you will come to understand your past better. This greater understanding will result in great changes for you and for the larger community in which you live, changes that continue to position us to thrive in the twenty-first century. As a community dedicated to free inquiry and open exchange, we seek to help nourish the development of our students to become leaders in our complex and diverse world by providing a supportive environment in which to challenge each other and ourselves intellectually.

Jonathan M. Katz, The Big Truck That Went By: How the World Came to Save Haiti and Left Behind a Disaster has been selected as this year’s Summer Reading. The Summer Reading is a part of the College’s annual series of intellectual and cultural programs designed to engage our community in discussion around a selected theme. The theme for this year is “Constructing the Past.” As part of Welcome Week, you and your peers will have an opportunity to examine Katz’s book in a discussion led by a faculty/staff facilitator on August 26, 2013. You will receive complete Summer Reading instructions at the time of Summer Orientation in July. They will also be posted at this site.

Again, welcome to the community of The College of New Jersey. I hope you will take full advantage of what the College has to offer you, and what you have to offer our community.

Essay Assignment

This year’s Summer Reading is Jonathan Katz’s The Big Truck that Went By: How the World Came to Save Haiti and Left Behind a Disaster, published in 2013. Each year, the summer reading program begins our year-long exploration of a single intellectual theme. Faculty, staff, and students from around the college will present speakers, film series, performances, and other events related to the theme of “Constructing the Past.” See this link for additional (and developing) information: http://liberallearning.tcnj.edu/about/ccic-themes/schedule-of-events-for-the-year/

Set on the fault-line between international celebrity and politics and local need, The Big Truck that Went By tells the story of the earthquake and its aftermath from the point of view of the only American journalist who experienced the devastation first hand. The Kirkus Review calls this book “an eye-opening, trailblazing exposé,” that shows how Western narratives of Haiti’s history and economics have played a crucial part in this crisis.

With the theme of “Constructing the Past” in mind, please be prepared to discuss The Big Truck that Went By with your fellow students and a faculty/staff facilitator in your Summer Reading discussion group August 26.

In order to prepare for your discussion, please write a response of at least 250 words to one of the questions that follow these instructions. Your essays should draw evidence from throughout the book, but you should not quote at length. You will post this response by Wednesday, August 21st to a discussion board within the campus learning management system Canvas. Specific directions to follow will be posted on the Summer Reading Program website by August 1st. In addition, you are also required to comment on at least two other students’ essays in a substantive way (at least 50 words). Please select a student who has not received feedback for your comments rather than responding to the first entry you read. You will want to save your response and your comments until your grade has been posted.

1) Katz suggests that United States officials and aid organizations are predisposed to expect government corruption and civil unrest in Haiti. Identify at least one of the reasons for these predispositions and analyze how these expectations influence aid decisions and the long-term consequences of these decisions.

2) One topic the book explores is the difference between emergency aid and aid for the development of infrastructure and institutions. Compare and contrast the long-term effects of both as discussed in Katz’s book.

3) Throughout the book, Katz addresses the question of “who speaks for Haiti” and who speaks for Haitians and the ethical issues that result. Discuss how Katz uses personal relationships, such as that with his “handler” Evens, to offer a more personal viewpoint of the crisis and link personal experiences to larger political realities.

The Cultural and Intellectual Community Planning Council, a college committee made up of faculty, staff, and students chose the book. It is an engaging book that addresses both this year’s Intellectual theme of “Freedom and Tyranny” and the emerging role of social media in shaping societal change.

Although completing a satisfactory essay is a requirement of the summer reading program, you will not receive a grade on it and it will not appear on your college transcript. Students whose essays are found unsatisfactory may be required to do additional work or participate in next year’s summer reading program.

Your essays will be forwarded to the facilitators for the discussion groups for the Summer Reading Program and you might receive written feedback on your writing. Many of these facilitators will also be First Seminar instructors. While your essay will be retained for potential assessment efforts on campus, you aren’t writing the essay for the purposes of an ‘assignment’ in the traditional sense. You will discover in your first year of college that people learn best when they use all their intellectual faculties—reading, writing, speaking. The purpose of the essay is to give you an opportunity to think critically about the book and to prepare you to speak confidently about it in your discussion session and with your peers prior to the discussion.

Summer Reading 2012

Wael Ghonim’s Revolution 2.0: The Power of the People is Greater than the People in Power has been selected as this year’s Summer Reading. The Summer Reading is a part of the College’s annual series of intellectual and cultural programs designed to engage our community in discussion around a selected theme. The theme for this year is “Freedom and Tyranny.” As part of Welcome Week, you and your peers will have an opportunity to examine Ghonim’s book in a discussion led by a faculty/staff facilitator on August 27, 2012. You will receive complete Summer Reading instructions at the time of Summer Orientation in July. They will also be posted at this site.

This year’s Summer Reading is Wael Ghonim’s Revolution 2.0, published in 2012 about the uprisings in Egypt during 2012 and the role of social media in making that happen.

With the theme of “Freedom and Tyranny” in mind, please be prepared to share your responses to Revolution 2.0 with your fellow students and faculty/staff facilitator in your Summer Reading discussion group August 27.

In addition, please write a two page essay of at least 500 words that addresses one of the questions following the quotation:

“I felt the stirrings of a rare opportunity to make a difference and to combat oppression and torture. I was angry, and I was not the only one. On its first day, 36,000 people joined the page. Some of them wanted to learn more details about the case, some sought to offer sympathy and support, and others joined out of curiosity because they had received an invitation from a Facebook friend. Images of Khaled before and after the assault spread like wildfire. Similar crimes had taken place in the past, all too frequently, yet their stories had not spread too widely. It was the visual documentation of Khaled’s terrible death, along with the fact that he was from the middle class, that catalyzed this huge reaction. The image was impossible to forget, and thanks to social media, it was proliferating like crazy.”

–Wael Ghonim, Revolution 2.0: The Power of the People is Greater than the People in Power

Write a two page essay of at least 500 words that addresses one of the following questions:

The quotation from Ghonim suggests that social media provided an opportunity for him to direct his anger toward injustice in a way that could mobilize people to action rapidly. After reading this book, and reading about recent elections in Egypt, what difference do you believe social media made in the outcome of the Egyptian revolution? Did social media have a lasting effect? Ghonim’s comment also suggests powerful things about the effects of class on the consumption of information through social media. He suggests that Khaled’s death was more disturbing to Egyptians because he was middle-class. In your experience does a person’s social class position have a similar effect in the United States? Consider the effects of social media on your own social or political awareness. In what ways has your own understanding of your community or your world been influenced by your consumption of and participation in social media? To what extent do social media filter your experience of the world (the way that you receive news and information about current events—either private or public)? Can you compare it to the situation in the book where Egyptians had few outlets for information that was not state-mediated? You might discuss your use of social media with your parents or other community members to gain an awareness of how social media has changed the notion of community. How would you assess conditions for ‘freedom’ in Egypt a year and a half after the successful ousting of Egyptian President Hosni Mubarak? What are the implications of the dissolution of parliament by the Egyptian ‘high court’ and the continued dominance of the army in ‘governmental’ matters? Does the election of a member of the Muslim Brotherhood as president complicate matters? Explain how these events sustain, move forward, or impede the cause of freedom in Egypt.

Instructions for submitting your essay electronically: Please submit your summer reading essay electronically to [email protected]. The subject heading of the message MUST be your full FSP course number followed by your last name. For example, John Smith taking FSP 101-01 would send an email to [email protected] with the Subject Heading:

FSP 101-01 Smith

You must use your official TCNJ email account and you should send it as soon as possible, but no later than August 20th. Please also bring a hard copy to your discussion session on August 27.

Please note: We will be using the Houghton Mifflin Harcourt hardcover edition of Revolution 2.0. It will be available at the College Bookstore, but you are free to purchase it anywhere—ISBN 978-0-547-77398-8. You may also read it in an electronic version or, if it is available, in a paperback edition, of course.

Summer Reading 2011

Tom Standage’s The Victorian Internet has been selected as this year’s Summer Reading. The Summer Reading is a part of the College’s annual series of intellectual and cultural programs designed to engage our community in discussion around a selected theme. The theme for this year is “The Pursuit of Innovation.” As part of Welcome Week, you and your peers will have an opportunity to examine Standage’s book in a discussion led by a faculty/staff facilitator on August 29, 2011. Please see the reverse side for Summer Reading instructions.

This academic year the College is sponsoring a series of programs based on the theme “The Pursuit of Innovation.” The theme will be inaugurated at the Summer Reading discussions on August 29 and celebrated at the campus-wide Community Learning Day on October 5.

This year’s Summer Reading is Tom Standage’s The Victorian Internet, written in 1989 about the invention of the telegraph and its monumental influence on communications. It was revised in 2007 in order to make more direct reference to the contemporary internet.

With the theme of “The Pursuit of Innovation” in mind, please be prepared to share your responses to The Victorian Internet with your fellow students and your faculty/staff facilitator in your Summer Reading discussion group on August 29.

In addition, please respond to any one of the following questions in the form of an essay, 2 to 4 typed pages long, in which you make specific reference to The Victorian Internet:

Is it reasonable to see the internet not as a new communications medium but rather as a continuation of the telegraph? If so, what are the principal features of the internet that have their origin in the telegraph, or that carry forward similar capabilities? If not, why not? What does your response have to say about what we may regard as unique to our own times? How does it affect your view of history? Think about the pursuit of innovation and how the development of the telegraph reflects it. In addition to the contemporary internet, think about another innovation and examine the process of its creation and its intended and unintended consequences and impact on society. Feel free to relate it to your expected major program or possible career. Apply the same thinking to the contemporary internet and its related devices. Be sure to make direct reference to The Victorian Internet. How does The Victorian Internet illustrate the pursuit of innovation? What are some of the changes and improvements that resulted in the ‘mature’ telegraph? Be sure to use the text to illustrate how innovations are sometimes planned and sometimes the result of happenstance. How was society transformed by it? What do you think was its most significant impact? In what ways is the contemporary internet an outgrowth of or parallel to the telegraph during its heyday? How do visions and motivations of the innovators coincide with and differ from those who use their inventions? Examine how the innovations of the telegraph and the internet have changed such fundamental matters as language, time perception, and definitions of friendship. Consider the extent to which these changes may be in response to intrinsic elements of the invention, such as immediate communication—or merely accidental details, such as a response to the technical need to send as few characters as possible. You may want to compare changes in language use among high school students today with how The Victorian Internet had an impact on language use in the 19th century.

Please submit your essay by August 24 into the Dropbox of SOCS under your FSP course number. Please also bring a hard copy of the essay to your discussion session on August 29.

To submit your essay, go to socs.tcnj.edu and input your TCNJ email username and password. Once in SOCS, choose your FSP from the list of your courses for the fall 2011 semester. Once in the profile of your FSP course, choose the “Dropbox” tab on the left side of the screen and follow instructions to upload your essay.

Please note: We will be using the Walker paperback edition of The Victorian Internet (with the 2007 Afterward). It is available at the College Bookstore, but you are free to purchase it anywhere—ISBN-13: 978-0-8027-1604-0.

Residential Colleges

The campus reading.

The Campus Reading for the Class of 2028 is   I Never Thought of It That Way: How to Have Fearlessly Curious Conversations In Dangerously Divided Times by Mónica Guzmán. The book was chosen by a committee of faculty and students. 

The book explores practical techniques that employ curiosity to overcome discord, underscoring the 2024–25 Martha Rivers Ingram Commons programming theme of “Embracing the Debate.” This theme, imperative in an election year, centers constructive conversation and mutual respect in the face of disagreement and will help anchor conversations throughout the year.

In the   official announcement , Chancellor Daniel Diermeier said, “Civil discourse is a core value at Vanderbilt because it is essential to the work we do together—in our classrooms, labs, and everywhere between. Teaching first-year students how to have constructive conversations about divisive subjects is one of the best ways we can continue to build a campus culture of open, courageous, and respectful dialogue and help students honor our Community Creed . I expect Mónica Guzmán’s book to be an excellent catalyst for learning and conversation, and I look forward to reading it myself.”

All incoming students are asked to complete a reflective essay on the Campus Reading prior to the start of classes. In addition to being available online, instructions for submission will be included with the book in the summer mailing. Essays must address one of three prompts outlined in the instructions. Essays will be shared with VUceptors for use in discussion during orientation. A letter from Dean Melissa Gresalfi will also accompany the text. Students may begin submitting essays on August 1, and they are due by August 12.

To request accommodations or with questions about the Campus Reading, email   [email protected] .

Past Campus Readings

• 2023 –  Now Is Not the Time to Panic by Kevin Wilson
• 2022 –   Creative People Must Be Stopped: 6 Ways We Kill Innovation (Without Even Trying)  by David A. Owens
• 2021 –  When Breath Becomes Air by Paul Kalanithi
• 2020 –  The Person You Mean to Be: How Good People Fight Bias by Dolly Chugh
• 2019 –  The Lies That Bind: Rethinking Identity  by Kwame Anthony Appiah
• 2018 –  The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom  by Jonathan Haidt
• 2017 –  Strong Inside: Perry Wallace and the Collision of Race and Sports in the South  by Andrew Maraniss
• 2016 –  Strong Inside: Perry Wallace and the Collision of Race and Sports in the South  by Andrew Maraniss
• 2015 –  The Madonnas of Echo Park  by Brando Skyhorse
• 2014 –  Salvage the Bones  by Jesmyn Ward
• 2013 –  College: What It Was, Is, and Should Be  by Andrew Delbanco
• 2012 –  Half the Sky  by Nicholas D. Kristof & Sheryl WuDunn
• 2011 –  The Good Life  by Peter Gomes
• 2010 –  Three Cups of Tea  by Greg Mortenson and David Oliver Relin

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One summer, 73 books. No matter what you like — thrillers, audiobooks, cookbooks, historical fiction, music books, sci-fi, romance, horror, true crime, sports books, Hollywood tell-alls — we have recommendations for the perfect literary escape.

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