AP Language and Composition

APRIL 2014

March 31st MLK's "Letter from a Birmingham Jail"
Multiple Choice Quiz
Rhetorical Devices Worksheet
April 1st Distribute group project for Friday
"Letter from a Birmingham Jail" Group Activity
* Clergymen Accusations
* Classical Arrangement
* King's Refutations
Work on PPT Presentation
April 2nd Lecture- King's "Letter from a Birmingham Jail"
Rhetoric in passage analysis
Work on PPT Presentation
April 3rd LMC- Work on MLK presentations
April 4th MLK's "Letter from a Birmingham Jail" PPT presentations
April 7th Finish MLK
Review Sentences/Complete Parallelism
Parallelism exercises in LOC pages 339-342. Complete exercises 3 & 5
April 8th In-Class Timed Essay
April 9th Lincoln's "Gettysburg Address"
April 10th Lincoln's Gettysburg Address Define and know the following: pedantic, solemnity, melancholy, resignation, reverence, sanguine; types of sentences - declarative, interrogative, imperative, periodic, cumulative
April 11th AP Practice Tests Read E.B. White's "Once More to the Lake" I WILL GIVE A COPY ON MONDAY!
April 14th Rhetoric/Style
April 15th "Once More to the Lake" Pronoun exercises in LOC page 420, Exercise 1
April 16th "Once More to the Lake" Verbs: Direct, Precise, Active
April 17th
April 18th/April 21st NO SCHOOL
April 22nd Pronouns - page 420
Complete exercises 1- 4
Finish pronoun exercises
April 23rd Woolf
April 24th Review argumentative essay criteria
p. 418-420
Complete questions 1-6 p. 420
April 25th Argumentative in-class essay
April 28th Direct, Precise, Active Verbs
Complete exercises 1-4, page 501-503
April 29th
April 30th




Download file "DECLARATIONOFINDEPENDENCEHW.docx"

March 10th Locavore 2011; Examine prompt and evaluate sources.
Identify key issues with the locavore movement and examine their implications for the community
Reread sources
March 11th Explanation of synthesis rubric
Students will evaluate Sample A- grade essay using 9 point scale and justify grade

March 12th Return synthesis project and in-class synthesis essays
Review Sample A and score
Students will evaluate Sample A (2nd essay) - grade using 9 -point rubric
Complete appositive exercises in Language of Composition, pgs. 167-171. Complete exercise 1 and exercise 2 on loose-leaf paper.
March 13th Return synthesis project and in-class synthesis essays
Review Sample A and score
Students will evaluate selected samples - grade using 9 -point rubric
Complete appositive exercises in Language of Composition, pgs. 167-171. Complete exercise 1 and exercise 2 on loose-leaf paper.
March 14th Review appositives
Review selected samples locavore essay

March 17th In-class assessment - Appositives
2 multiple choice assessments
BRING COPY OF DECLARATION OF INDEPENDENCE TO CLASS TUESDAY, MARCH 18th!!!
Read Jefferson's Declaration of Independence and complete questions
http://mrgunnar.net/files/Declaration%20of%20Independence.pdf

SEE ABOVE CALENDAR FOR WORKSHEET QUESTIONS
March 18th Jefferson group activity Read Stanton's "Declaration of Sentiments and Resolutions and complete questions
http://www.elizabethcadystantonhometown.org/declarationofsentiments1848.pdf

1. Stanton imitates both the argument and the style of the Declaration of Independence. Where does her declaration diverge from Jefferson's? For what purpose?
2. Stanton's declaration was presented at the first conference on women's rights in Seneca Falls, New York, in 1848. Using Web site resources, do research on this conference; then use your research to explain the political aims of one of the resolutions. Submit both questions to turnitin.com
March 19th
MC assessment
Read MLK's "I Have A Dream" speech and annotate for rhetorical/syntactical devices
March 20th MLK Activity
MC Assessment

March 21st Rhetorical Analysis Read "Letter from Birmingham Jail" in Language of Composition and complete all questions thoroughly! Submit responses to turnitin.com
SPRING BREAK MARCH 24th-28th!

March 31st Argumentative Essay Complete short, simple sentence exercises in Language of Composition, pgs. 252-255. Complete exercises 1 & 3.


March 2014
Synthesis Block
http://teachers.sduhsd.net/mgaughen/docs/SYNTH%20Evidential%20Block.pdf
PLEASE EVALUATE SYNTHESIS ESSAYS USING THE FOLLOWING TOOL:

Download file "PeerReview of AP English Language Essays.pdf"
MARCH 3, 2014-
SYNTHESIS PROJECT DUE - all work submitted to turnitin.com including pro/con chart; bring a printed copy of pro/con chart to class. You will analyze your sources in class. Homework: Watch the three synthesis videos below.

MARCH 4, 2014
Students will write a synthesis essay in class.

MARCH 5, 2014
Students will read and understand a "partner's" synthesis prompt and complete synthesis worksheet.
Homework - Students will read 2011 synthesis assignment and complete synthesis worksheet.
http://apcentral.collegeboard.com/apc/public/repository/ap11_frq_english_language.pdf

MARCH 6, 2014
Students will write a synthesis essay in class.
Homework - Students will read 2012 synthesis assignment and complete synthesis worksheet.
http://apcentral.collegeboard.com/apc/public/repository/ap2012_frq_eng_language.pdf
MARCH 7, 2014
Students will evaluate 2010 prompt and 2012 prompt




Watch these videos for additional tips on writing the synthesis essay:

Video 1- THE BASICS

http://www.youtube.com/watch?v=7BVWGKcDRkQ

Video 2

http://www.youtube.com/watch?v=klUTurVtOXs#t=44

WATCH THIS VIDEO TO LEARN HOW TO EXPAND YOUR EXPLANATIONS ON THE AP SYNTHESIS ESSAY

http://www.youtube.com/watch?v=wL8SB0Z-aRA

SYNTHESIS PROJECT DUE MARCH 3rd!!!!



http://www.youtube.com/watch?v=klUTurVtOXs#t=44

Download file "SYNTHESIS PROJECT.pdf"

Read "On Dumpster Diving" DUE TUESDAY!
http://independentreadingforcollegestudentssummer2011.wikispaces.com/file/view/Lars+Eighner+On+Dumpster+Diving+from+50+Essays+A+Portable+Anthology+2nd+Edition+SMALLER+FILE.pdf
Worksheet QUESTIONS- "ON DUMPSTER DIVING"

Download file "Questions-On Dumpster Diving.pdf"

SYNTHESIS - "PENNY" - print a copy and bring to class
http://apcentral.collegeboard.com/apc/public/repository/ap08_english_lang_q1.pdf
http://www.b-g.k12.ky.us/userfiles/1077/Classes/10896/Penny%20Essay.pdf

"Behind the Formaldehyde Curtain"
http://mcneill-bindon.ca/files/2009/04/Mitford-Behind-the-Formaldehyde-Curtain.pdf

February 3rd - 7th
Satire continued
Analyzing political cartoons - presentation and written response
Readings
AP Satire Prompt
Huck Finn Quiz
2/3/14 Political Cartoon Analysis
Written Analysis Due to Turnitin.com
Read Formaldehyde Curtain
2/4/14 Political Cartoon Analysis
2/5/14 Upfront Magazine
Job Shadow packet distributed to juniors

2/6/14 Huck Finn Quiz
Huck Finn Project
Mitford Group Discussion (Satire/irony)

2/7/14 Mitford Group Discussion (satire/irony)
2/10/14 Mitford Discussion - Is it an effective argument?
2/11/14 Huck Finn Satire Group Time
2/12/14 Huck Finn Satire Presentation Read "Shooting an Elephant"
2/13/14 Huck FInn Satire Presenation Read "on Dumpster Diving" (see link above or below) ANSWER WORKSHEET QUESTIONS (attached above)
http://independentreadingforcollegestudentssummer2011.wikispaces.com/file/view/Lars+Eighner+On+Dumpster+Diving+from+50+Essays+A+Portable+Anthology+2nd+Edition+SMALLER+FILE.pdf
2/19/14 QUIZ
Collect "Dumpster Diving"
Give yourself a total of 40 minutes to write this essay. You may turn in a hand-written essay Thursday, but will have to submit to turnitin.com by Friday!
In paragraph 7, Orwell observes that "when the white man turns tyrant it is his own freedom that he destroys," and that "he wears a mask, and his face grows to fit it." Support, refute, or qualify Orwell's paradox and metaphor. This essay will be submitted to turnitin.com
2/20/14 Synthesis Activity Read Synthesis Prompt- Penny (SEE ATTACHMENT ABOVE)
Print a copy and bring to class
2/21/14 Synthesis Prompt Response
2/24/14 Choose a position on 2008 synthesis position. Discuss reasons with group and include evidence to support your argument. Debate with the opposition.
2/25/14 Choose a position on 2008 synthesis position. Discuss reasons with group and include evidence to support your argument. Debate with the opposition.
Grade submitted responses using AP rubric.
Please see Synthesis Project attachment above. I distributed your topic to you in class today. You may begin to research the pros/cons.
2/26/14 Classes will be in the MAC Lab. Synthesis Project Synthesis Project
2/27/14 Classes will be in LMC. Synthesis Project Synthesis Project
2/28/14 Classes will be in LMC. Synthesis Project Synthesis Project


JANUARY 2014- We will be studying satire!!!

January 21st Review "PresidentialCandidate" & "Modest Proposal" Read Huck Finn - Chapters 13-18
Read the following attachment
http://www.tustin.k12.ca.us/cms/lib02/CA01001904/Centricity/Domain/39/AP%20English%20Language%20and%20Compostition.pdf
January 22nd What is verbal irony/sarcasm?
http://www.youtube.com/watch?v=IiR-bnCHIYo
Hyperbole/understatement:
http://www.youtube.com/watch?v=2DSUwoda2qo

http://www.youtube.com/watch?v=EAt36-EqHIE
Read Huck Finn
January 23rd
Political Cartoons -Packet
Read Huck Finn
Political Cartoons
January 24th Political Cartoons




Friday, Jan. 10th - On board questions
1. Make a chart and list examples of satire found on TV, in literature, and on Internet.
2. What human vices or follies are commonly targeting in these texts?
3. Read the article by Harris. In each paragraph, identify the critical attributes of satire.
4. "Read "Techniques of Satire."
5. Read the last two paragraphs of article written by Harris and identify and analyze his purpose.

SATIRE

Read the texts below. Then, write an informal (but grammatically correct) response to them. Are they satirical? Who or what is being satirized? Why? Are they effective? What do you think? (Reading Satire handout - if you need it)

Advice to Youth by Mark Twain

All Seven Deadly Sins Committed at Church Bake Sale

Girl Moved To Tears By 'Of Mice And Men' Cliffs Notes (from The Onion)
Driving While Stupid
http://www.miamiherald.com/2008/11/16/754230/driving-while-stupid.htmlB

Behind the Formaldehyde Curtain
http://www.hartlandhighschool.us/teachers/czapski/documents/BehindtheFormaldehydeCurtain.pdf

Daryl Cagle's list of political cartoons

Slide show of satirical covers from The New Yorker (including the Obama one that got them in so much trouble)

Vanity Fair response cover to The New Yorker


"Once More to the Lake"
Download file "Oncemoretothtelakews.pdf"
Scoring Guidelines
http://apcentral.collegeboard.com/apc/public/repository/english-language-released-exam-2007-scoring-worksheet.pdf
Multiple Choice Strategies and Suggestions:


Download file "MULTIPLE-CHOICE-Test-Strategy.ppt"Download file "Multiple Choice Questions Tips.doc"Download file "AP Lang Multiple Choice.pptx"
http://www.youtube.com/watch?v=MegLE8BAxX4
http://www.myteacherpages.com/webpages/rgunnar/files/multiple-choice%20strategies.pdf
Grading your pre-test: http://coxenglish.wikispaces.com/file/view/AP%20Language%20Practice%20Test.pdf
Distractors



Peterson's Workbook
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=21&ved=0CCgQFjAAOBQ&url=http%3A%2F%2Fwww.freeexampapers.com%2Findex.php%2Fdirectory%2Fdownload%3Flocation%3DAP%252FAP-Master%2Bthe%2BAP%2BEnglish%2BLanguage%2Band%2BComposition.pdf&ei=2ZqoUs-dCIaTyQH3i4DwBA&usg=AFQjCNFK8ek6Ki7KSYstJeQq-K7OBH2OPw&bvm=bv.57799294,d.aWc

So, what is the answer – is homework helpful or harmful? Do we continue current practices or throw homework out altogether?

Group response!!!

Read the following article and in small groups discuss your position on this argument:
HOMEWORK ARTICLES:

"Should I Stop Assigning Homework?"






November 25th - 26th
2008 Argumentative Prompt
Due upon return from Thanksgiving break:
Explanation of incorrect/correct multiple choice responses - The Crucible


DECEMBER ASSIGNMENTS

Two Op-Ed Analysis Assignments: December 4th & December 18th

AP English Language and Composition

For each analysis (there are two this quarter), you will choose op-ed articles from the sources listed below. Articles must be posted between November 11th and December 15th. You may not select any other articles for this assignment.

Assignment Goals:

· Deepen awareness of current events and contemporary discourse

· Increase familiarity with and fluency in rhetorical strategies

· Improve ability to identify and analyze rhetorical situation, including audience(s), purpose(s), topic, and context

· Analyze argumentative structure, evidence, and logic

· Analyze an author’s selection of rhetorical techniques and their contribution to achieving purpose

Assignment Procedure:

Choose an opinion/editorial piece from the ones provided on the Web site.

The only acceptable editorials will be from the Opinion/Editorial sections – i.e. NOT sports, NOT entertainment, NOT business, etc. – ONLY OP/ED.

Sources for the editorial/commentaries:

•New York Times

http://www.nytimes.com/pages/opinion/index.html

•The Washington Post

http://www.washingtonpost.com/opinions

•The Boston Globe

http://www.bostonglobe.com/opinion

•Chicago Sun-Times

http://www.suntimes.com/opinions/index.html

•Chicago Tribune

http://www.chicagotribune.com/news/opinion/

•The Washington Times

http://www.washingtontimes.com/opinion/

•Washington Post

http://www.washingtonpost.com/opinions

•Wall Street Journal

http://online.wsj.com/public/page/news-opinion-commentary.html

Print the article and do a close reading of it, marking it with your annotations directly on the article. I should see evidence that you have considered syntax, diction, figurative language, allusions, analogies, organizational structure, selection of detail, and voice. You will submit a hard copy of the annotation to me on the due date so that I can see your close reading. Your written analysis will only be submitted to Turnitin.com

Assignment Format:

So that I can assess your ability in several different areas, do not write your analysis as one single essay. Number its sections just as they are numbered below, and address only one skill per section.

1. MLA Works Cited reference for your article.

2. A rhetorical précis for your article.

3. Give the key pieces of evidence the author uses to support his/her claim, analyzing each one separately and considering the effect the evidence has when taken as a whole. Your analysis should include a discussion of how the evidence proves the claim and of which parts of the argument appeal to the audience emotionally, logically, and/or ethically. (Note: one piece of evidence can be simultaneously all three types of appeal.)

4. Write a careful and precise rhetorical analysis of the article. You must include discussion of how the author uses rhetorical strategies to strengthen the argument with the intended audience. You will need to consider how the author employs any and all of the strategies we have studied in class. In addition, you should consider organization, format, tone, and overall style. How do these elements contribute to the author’s message?

5. Compose a claim of your own that defends, challenges, or qualifies the claim made in your article. Your original claim should be expressive of your point of view on the issue raised in the op-ed you analyzed, and it should indicate for the reader some of your reasons for thinking as you do.

Practice Tests
https://sites.google.com/site/apenglishlanguageandcomp/useful-sites


Monday , November 18th
The Crucible MC Quiz
Homework_ Read "Superman and Me" answer questions
Tuesday, November 19th
Understanding the Toulmin Model
http://www.youtube.com/watch?v=D-YPPQztuOY&feature=youtu.be
http://virginialynne.hubpages.com/hub/How-to-Use-a-Toulmin-Argument-Model-for-Reading-and-Writing
Read the following attachment for Wednesday's class:

Download file "Landscaping.pdf"
Toulmin Model Demonstration
Analyze claim, reasons, evidence, objections, and rebuttal. Draw conclusions!
Credibility of evidence discussed in class Wednesday and Thursday.
Crucible MC quizzes!
Introduction to the Argumentative Essay


Download file "The Argumentative Essay.ppt"
http://warriorap.edublogs.org/files/2011/04/Argument-1-233gh5x.pdf


The exam will most likely ask you to defend (agree), challenge (disagree), or qualify (agree and disagree) an assertion (claim/statement). NEVER choose qualify. Always choose a side.

Pre-writing

  • Underline the specific task. Take your time and make sure you KNOW what the prompt is asking.
  • Make columns for defend and challenge
  • List specific examples that support the assertion (agree/defend). List specific examples that challenge the assertion (disagree/find fault).
    • Evidence:
      • Be specific and accurate—named and factually correct
      • Avoid using movies and other more informal aspects of society as evidence.
      • Reflect a well-educated, widely-read, mature individual's thoughtful reaction
      • Be unified, specific, accurate, adequate, relevant, and representative.
      • Avoid evidence that everybody will cite. (To avoid this, reject first thoughts and keep digging until you find things that are not so easy to grasp at first.)
  • Be aware of prejudices, stereotypes, and bias that you might “bring to the table” concerning the issue
  • Think critically…avoid the common and generic examples that all students will use
  • Choose your stance by examining which column has the strongest examples/evidence

1st Paragraph: Introduction

  • Attention Getter: Shocking statement, generalization, brief anecdote, or a question that directly relates to prompt’s purpose/claim (Skip this if it doesn’t come to you within 1 minute!) Get to the point…avoid long-winded/flowery beginnings!
  • Restate the assertion/claim in your own words! Extremely Important!!!!!
  • Transition using Indeed, with brief statement of opposing side’s position (already on your pre-writing). Quickly and briefly acknowledge 1-3 “main points” from the opposition.
  • Thesis: Transition using However, detailing your position with 2-3 solid reasons

Avoid using First Person (I, me) if possible. Avoid using “weak” argument statements such as “I feel… I think.” State your opinion with authority.

2nd-4th Body Paragraphs: Most Important Paragraphs!

Transitions

  • Body Paragraphs: Initially, Furthermore, Ultimately, AND the topic sentence “big idea”
  • Specific Example: For example, for instance, in addition, likewise, similarly, moreover, specifically, namely, to illustrate
  • Contrast: however, nevertheless, on the contrary, conversely,
  • Concluding thoughts: in summation, in essence, hence, accordingly, consequently,
  • Add commentary/analysis to your examples….always provide the “So what??”

Build your argument using 2 or 3 paragraphs in which you adequately develop and support your position with specific examples and elements of support. Use your observations, readings, and experiences. If applicable, think about big issues in the world or events in history that could support your topic. Think critically! Do not summarize those events, directly connect them to your argument and analyze the topic. You must have adequate evidence to have a successful argument.

Your last body paragraph should be your strongest example.

Conclusion

  • Transition: In conclusion, In summation
  • Quickly and briefly restate the claim, your specific position, and big ideas.
  • (If time permits) Add a challenging statement, question, or insight into our world based on this idea.


Download file "checking for fallacies.pdf"
Answers to CLAIMS QUIZ
http://terpconnect.umd.edu/~jklumpp/comm401/exercises/claimaid.html
Week of November 11th

MONDAY NIGHT HOMEWORK:
Read Patrick Henry's Speech to the VA Convention - see attachment
https://moodle.centerville.k12.oh.us/pluginfile.php/39277/mod_resource/content/1/Speech%20to%20the%20Virginia%20Convention%20-%20Patrick%20Henry.pdf
TUESDAY NIGHT HOMEWORK:
Review Toulmin Model
http://www-rohan.sdsu.edu/~digger/305/toulmin_model.htm
http://www.la.unm.edu/~katem/E102fa03/toulmin_diagram.htm
Complete the attached worksheet using Patrick Henry's "Speech to the VA Convention"


Download file "Toulmin Worksheet(Blog).doc"
WEDNESDAY NIGHT HOMEWORK:
http://www.scsk12.org/SCS/subject-areas/Research_paper/claim.htm
ADDITIONAL READINGS ON CLAIMS
CLAIMS OF FACT: http://papyr.com/hypertextbooks/comp2/factual.htm
CLAIMS OF VALUE: http://papyr.com/hypertextbooks/comp2/value.htm
CLAIMS OF POLICY: http://papyr.com/hypertextbooks/comp2/policy.htm

THURSDAY NIGHT HOMEWORK:
Read the attached article, "Against School: How Public Education Cripples Our Kids and Why"
http://www.wesjones.com/gatto1.htm

UNDERLYING ASSUMPTIONS:
http://papyr.com/hypertextbooks/comp2/assume.htm

ARGUMENTATION:
Writing an Argument "TIPS"
http://apcentral.collegeboard.com/apc/members/features/8495.html

Crucible Quiz
4th period - Rhetorical Analysis

Of Plymouth Plantation- Students are to read Monday night.


Download file "ofplymouthplantation_se.pdf"

Complete this worksheet Tuesday night.

Download file "PlymouthPlantationStyle.pdf"
Complete this assignment Wednesday night.

Download file "AP PlymouthDoc2.pdf"

Read "Sinners in the Hands of an Angry God"
Look for it in the AP English Google Folder (google docs)

Logical Fallacies - Quiz (Week of November 4th)
Know the following terms well:
ad hominen/poisoning the well, ad populum, begging the question, circular reasoning, false dilemma, eithor/or, equivocation, red herring, post hoc, non-sequitur, faulty analogy, hasty generalization, straw man, red herring, slippery slope, tu quoque, appeal to fear/scare tactics, appeal to ridicule, false authority/argument from authority, appeal to ignorance, wishful thinking, bandwagon, false analogy

Read and study the following handouts/ links:
http://uvu2020.garrettwinn.com/download/LogicalFallaciesHandlist.pdf
http://web.cn.edu/kwheeler/documents/Logic_Fallacies_List.pdf

Download file "Logical fallacieshandout.doc"
READ The Crucible by November 8th!



Please submit Scarlet Letter Rhetorical Analysis Essay to this google form (NOTE: Set document share settings to "People at Independence with the link - can view only):
https://docs.google.com/forms/d/1o_hMPKj1_4jtwANGo0EMPcS2NfE1yv-pw6HF86jYYeQ/viewform








Class Grading Rubric Form
https://docs.google.com/forms/d/1x-w0LAvRNIaZBNBYvhZf3KJCPpIAdVp3t2Oias0QPf8/viewform


PLEASE READ!!!!!
Download file "TIPS FOR THE AP RHETORICAL ANALYSIS ESSAY.pdf"
Date In Class Homework
10/14/13 MagnaSoles Scarlet Letter
10/15/13 MagnaSoles Scarlet Letter
10/16/13 Scarlet Letter MC Scarlet Letter
10/17/13 Rhetorical Analysis: Introductions/Conclusions/SO WHAT???? Scarlet Letter





Rhetorical Analysis

Download file "Conducting_a_Rhetorical_Analysis.ppt"

Date In class Homework
10/8/13 NoodleTools
Quiz

10/9/13 Diction Analysis
10/10/13 Multiple Choice Assessment

Scarlet Letter DIDLS ASSIGNMENT
Choose an excerpt from the novel and analyze it in terms of DIDLS. You must present the information to the class in an engaging manner; in other words, do not simply inform the class that Hawthorne uses concrete language and list those words. You must also write a five-paragraph (choose three areas) essay analyzing how these rhetorical strategies reveal the author’s purpose and/or tone.
As you explore the author’s techniques and strategies ask yourself "why?”

You must provide a copy of the excerpt to me by October11th. All students will reread the excerpt prior to class.
You must analyze all components: diction (use list of words provided), imagery, details, language, and syntax.
You will present your paper to the class; your peers will grade your paper using the 9- point rubric. The final score of the paper will be the average of class evaluations (50%) and my evaluation (50%).
You will present your analysis on the date assigned.

10/11/13 Introduction/Conclusion - Framework Rhetorical Analysis
10/12/13 OPTIC Submission Form
https://docs.google.com/forms/d/1GqmIbV6FsiIhDMvDSLC1LjS4xcyFp489-qu10tTrJeQ/viewform


Date In Class Homework
9/30/13 Group - "On the Want of Money"
10/1/13 Group- "On the Want of Money"
10/2/13
"On the Want of Money" Final Discussion

10/3/13 NoodleTools-
10/4/13 NoodleTools -



Date In Class Homework
9/23/13 Seniors- Resume
Juniors - Writing Test
Scarlet Letter
9/24/13 Seniors - Meet with Dr. Termini
Juniors - Writing
Scarlet Letter
9/25/13 DIDLS Packet
Complete "Rattler" Diction
Scarlet Letter
9/26/13 Complete Diction Packet Scarlet Letter
9/27/13 Evaluating "On the Want of Money"
Controlling argument/subtopics
Context/Evidence/ Analysis
Scarlet Letter


9/16/13 Language of Composition Quiz - Chapter 1 OPTIC 1
Precis 1
Scarlet Letter
9/17/13 Analyzing JFK's inaugural speech, specifically rhetorical devices OPTIC 1
Precis 1
Scarlet Letter
9/18/13 Presentation in LMC - google docs OPTIC 1
Precis 1
Scarlet Letter
9/19/13 Presentation in LMC - google docs OPTIC 1
Precis 1
Scarlet Letter
9/20/13 No school for students

Date In Class Homework
September 9, 2013 Schemes/Tropes Quiz Revision of "Who Cares if Johnny Can't Read" is due by the end of the week.
September 10, 2013 Analyzing schemes/tropes in passage
Analyzing appeals in passage

September 11, 2013 Group Practice
Rhetorical Triangle
Understanding Claims and Support

September 12, 2013

September 13, 2013 OPTIC DUE





Date In Class Homework
September 2, 2013 No School
September 3, 2013 PPT- Chapter One: Language of Composition
Rhetoric/Rhetorical triangle/rhetorical appeals
Lou Gehrig example from text
Pathos
September 4, 2013 Skim and review rhetoric in "We Can Afford to Give Parents a Break"
Distribute scenario- read and analyze rhetoric, specifically persona, assumptions made about audience, plea/evidence/proof used to persuade, appeals
You can work on on-going assignments:
OPTIC
Rhetorical Precis
Schemes/Tropes
Revision of "Who Cares if Johnny Can't Read"
September 5, 2013 Discuss Persona and Rhetorical Appeals Activity
Review expectations for critical reading, annotations, MLA basics, and rhetorically accurate/active verbs- emphasize conciseness as well
See above
September 6, 2013 Individual analysis See above
Study for schemes/tropes quiz


2013 - 2014

Review the following schemes (unusual arrangement of words) and tropes (shifts in meaning from the ordinary use of words) over the weekend:

Schemes: alliteration, anadiplosis, anaphora, anastrophe, antithesis, antimetabole, asyndeton, apposition, assonance, chiasmus, epistrophe, epanalepsis, isocolon, paralellism, parenthesis, polyptoton, polysyndeton

Tropes: antanaclasis, anthimeria, apostrophe, hyperbole, irony, litotes, metaphor, metonymy, onomatopoeia, oxymoron, paradox, paranomasia, periphrasis, personification, rhetorical question, syllepsis, simile, synechdoche

Download file "2013-14 Syllabus.doc.docx"

Download file "1-APIntro to course.ppt"

Download file "1Overview AP Multiple Choice Section.doc"

Week of August 23, 2013


Download file "Screen Shot 2013-08-28 at 5.54.24 PM.png"

OPTIC/PRECIS DUE DATES

AP ENGLISH LANGUAGE AND COMPOSITION
1st Quarter Important Dates:

September 13th OPTIC #1

September 20th PRECIS #1

September 23rd OPTIC #2

September 27th PRECIS #2

October 4th PRECIS #3

October 7th OPTIC #3

October 18th PRECIS #4

October 21st OPTIC #4

OPTIC/VISUAL ANALYSIS

“ By visual literacy, then, I will refer to the ability to read, understand, value, and learn from visual materials (still photographs, videos, films, animations, still images, pictures, drawings, graphics)—especially as these are combined to create a text—as well as the ability to create, combine, and use visual elements (e.g., colors, forms, lines, images) and messages for the purposes of communicating.... visual literacy (or literacies), like all literacies, are both historically and culturally situated, constructed, and valued. ” Cindy Selfe

Helpful read:

http://writingcommons.org/information-literacy/visual-literacy/ad-analysis

Rhetorical Precis TEMPLATE

Critical Reading Strategies and Questions to Ask:

http://www3.uark.edu/qwct/resources/handouts/37%20Annotation%20and%20Critical%20Reading.pdf









LAST MINUTE REMINDERS!!!!!!


Persuasive Argument Prompt.

  1. Begin with an engaging opening paragraph. Recommended: Start with an anecdote that works persuasive. The anecdote should lead directly to the issue and your specific thesis.
  2. Each body paragraph should have a specific, illustrative example. Use history, current events, or personal experience. The more detailed the better.
  3. HOW? WHY? These are the key questions. HOW does your specific, illustrative example prove/support your thesis? WHY should your audience think as you do on this issue? If you have 3-4 sentences per body paragraph that do just this, then you should expect a high score.
  4. End your paper with a final, persuasive appeal. Do NOT summarize. Try to win the argument with your last paragraph.
  5. Remember: Your audience is people who either disagree with you or have not yet made up their minds. Write in a manner to persuade this audience to your way of thinking. Reach out to them and fully explain WHY they should think as you do.
  6. Address the Opposition: Related to the last point: You can’t persuade someone who disagrees with you if you don’t address their thinking. Explain why they are incorrect. Or, if they have a good point, explain why your position is still the best choice.
  7. Be sure that you have a clear position. This is an argument FOR one position. Don’t try to play both sides. That’s not persuasion.

Synthesis Prompt

  1. The synthesis prompt is argumentative. All advice for the Persuasive Argument prompt applies here.
  2. Write one body paragraph in which you synthesis three sources in support of one of your points. The graders are evaluating your ability to merge outside facts/sources with your own. Show off!
  3. Be sure to cite all facts, etc., taken from the sources. Consider this a research paper. Failure to cite sources can lead to a failing score, as you would be plagiarizing.
  4. Use at least four sources. Five or more is recommended. The more, the better.
  5. As you read over the documents, be sure to underline, circle, etc., all potential evidence/facts/quotes that you might use. On exam materials, create a simple chart (t-chart, etc.) to compile ideas on which to write. After each idea, put the document source (A, B, etc.). At the end of the reading, you want to quickly and easily see all possible ideas on which to write and which sources contain that information.
  6. Recent prompts have used phrasing like, “Take a position…on what the most important considerations should be…..” Keep in mind that BOTH the considerations and the order in which they appear may differ from others. What should the most important consideration be? Be prepared to argue WHY.

Rhetorical Analysis

  1. Your introduction should clearly establish the issue, the writer’s rhetorical purpose, and specifically reference the primary rhetorical strategy. (But avoid a “laundry list” of tactics. Don’t say, “The writer uses emotional appeal, metaphors, and an analogy.” Say, “The writer attempts to make his audience feel guilty by comparing their behavior to…..”)
  2. Your body paragraphs do three essential things: (1.) Identify a rhetorical choice. (2.) Present specific evidence—with direct quotes being preferable.) And (3.) Explain WHY the writer made this choice and HOW this choice affects/shapes the way the audience thinks or feels. The more time spent on (3.), the higher your score will be.
  3. Consider the order of ideas/choices in your analysis: Most arguments build, such that the ending naturally follows a series of steps. Address these steps (or stages) in order as you write. (For example: In America Needs Its Nerds, Leonid Fridman first established that America has an anti-intellectual culture; then he established that our international rivals have a pro-intellectual culture; and then he ends by suggesting that America’s future is endangered unless we changed our habits. –In this example it would be silly to begin your analysis by talking about strategies used at the end first. Follow the argument! Show your understanding as to how the writer develops the argument through his or her choices.)
  4. End your paper by analyzing the writer’s concluding strategy or choices. Do NOT end with a dull sentence like, “In conclusion, the author used the above-described strategies to convince his audience that ________.”
  5. Worth repeating: Talk about the intended effect on the audience. WHY did the writer make this choice? HOW does this choice affect/shape the way that the audience thinks?
  6. Do NOT give your opinion in this essay unless asked. In rare cased, students have been asked to first analyze and then evaluate an argument. Be sure to do exactly what you are asked to do.



What are "rhetorical strategies"?

Consider the following:
1. Figurative language (e.g., metaphors, similes)
2. Analogies (or comparisons in general)
3. Emotional Appeals (how does the writer target the audience's emotions?)
4. Logical Appeals (how does the writer target the audience's intelligence?)
5. Attempts to establish credibility
6. Use of repetition (if they repeat it often enough, people tend to believe it)
7. Diction (note patterns of words)
8. Standout sentences (that is, sentences designed to grab your attention)
9. Tone (consider how effective sarcasm can be)
10. Cause-effect argumentation (if this happens, then....)
11. Addressing the opposition
12. Use of historical precedents (this falls under analogies but is worth noting separately)
13. Contrast (sometimes a writer best shows his position by contrasting it to another, weaker view)
14. Selection of Detail (remember, the person making the argument chooses what you see and don't see)

Remember the Keys to AP Writing!

Rhetorical Analyses:

Subject
Occasion
Audience
Purpose
You can do it!

Specific Examples
How does the writer's choice affect the reader/listener?
Rhetorical modes: Ethos, Pathos, Logos
Explain the writer's intent
Why does the writer think the reader/listener's opinion will be changed?

For Persuasive Arguments:

Specific thesis/specific examples
Hook the reader
Address the opposition
Don't fence sit!
Explain how and/or why your examples prove your thesis
Show attitude!


IMPORTANT:

For those who tend to score 4's and 5's on their essays, perhaps the key to last minute improvement is commentary. In commentary, the writer explains HOW or WHY the given evidence supports or proves his or her point. Commentary explains WHY the analyzed writer chose to use certain rhetorical strategies.

Simply having extended commentary improves most papers. The absence or limitedness of commentary results in low scores, as the writer never bothers to explain his or her thinking.

To better your commentary, consider using the following phrases after your examples:

From this example, one can.....
This shows that....
By this, the author.....
The intended effect of this.....
The reader (or audience) would.....

Whatever follows such phrases is analysis that explains HOW or WHY the state evidence proves the author's point, or supports the writer's ideas.

Papers scoring a 4 or less do not show adequate understanding. In other words, the commentary in 4's (or less) is nonexistant, not fully explained, or flat out wrong.

Key Terms:

The following essential terms have been taken from an Official AP Prep guide. The test writers expect you to know them. Use the links in the Literary Terms Section of this website to compile definitions.

Ad hominem argument
allegory
alliteration
allusion
ambiguity
analogy
antecedent
aphorism
apostrophe
atmosphere
clause
colloqualism
conceit
connotation
denotation
diction
didactic
euphemism
extended metaphor
figurative language
figure of speech
generic conventions
genre
homily
hyperbole
imagery
inference
invective
irony (including verbal irony, situational irony, dramatic irony)
loose sentence
metaphor
metonomy
mood
narrative
onomatopoeia
oxymoron
paradox
parallelism
parody
pedantic
periodic sentence
personification
point of view (first person, third person, omniscient narrator, limited-third person)
predicate adjectives
predicate nominative
prose
repetition
rhetoric
rhetorical modes (exposition, argumentation, description, narration)
rhetorical question
sarcasm
satire
simile
style
subject complement
subordinate clause
syllogism
symbolism
syntax
theme
thesis
tone
transition
understatement
wit

Also know the following terms that appear on the essay section:

attitude (or tone)
concrete detail
descriptive detail
devices
language
narrative devices
narrative technique
persuasive devices
persuasive essay
resources of language
rhetorical features
sentence structure
stylistic devices

Past AP Responses: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2001.html
SYNTHESIS - Read student samples


Download file "SynthesisResponse:DaylightST.pdf"

A MODEST PROPOSAL - EARN CREDIT FOR MISSED RESPONSES

Define unfamiliar vocabulary

Explain answers on the multiple-choice questions using the process of elimination (POE). Credit will only be given for specific referenced responses.

ETHAN FROME Argumentative Esaay

Address the following prompt in a well-developed essay: Having now read the novel Ethan Frome, by Edith Wharton, write a carefully reasoned, argumentative essay in which you defend (agree), challenge (disagree), or qualify (agree with conditions) the following statement: Ethan’s greatest hindrance to happiness is himself (meaning: Ethan’s life leaves him unhappy/unsatisfied, and it is entirely his fault).



Ethan Frome Project

1. Jay Discuss the use of stream-of-consciousness technique.
Wharton chooses a man for a narrator and a stranger to the town of Starkfield. Why?
Address frame story (prologue/epilogue) and its effectiveness.
Address the point of view and any shifts.
Point of view
Narration
frame story stream-of consciousness
2. Victoria What are Ethan's chief characteristics? Choose passages to illuminate ideas. As he struggles to find some solution to the problem of Mattie's dismissal, he discloses traits of character that make you respect and pity him. What are they? Note the effect on Ethan of Mattie's tears; of Zeena's reading; of orders about the stove; of going to Shadow Pond; and of Mattie's showing him the letter.

Describe Mattie's background and unhappy experiences. Do you believe her boast that "she isn't the kind to be afraid"? Of whom is she afraid? Mattie's character is most fully developed in the ninth chapter. Explore reasons why Wharton did this.

Through Ethan's thought you learn the background of his wife. What were the circumstances of his marriage with Zeena? Why is Zeena a hypochondriac? Why doesn't Wharton explain Zeena's behavior? How do you account for it. How does Zeena show her dislike of Mattie?

Who are the minor characters? How do they contribute to the plot? Address Dr. Kidder, Harmon Gow, Mrs. Ned (Ruth Varnum) Hale, Andrew Hale, and Denis Eady.
Characterization
3. Kaitlin How does setting reinforce mood, plot, and themes?
How do the details of setting , particularly of chapters four and five, reflect Ethan's state of mind.
How does setting help develop the novel's themes?

4. Sam Is the use of suspense important in this novel? There is a "hint" of disaster early. Where? Explain its effectiveness.
Ethan Frome is a model book in the use of irony. Outline instances of both irony of situation and verbal irony and trace how they provide unity in the novel.
Explain all the ironic implications of the concluding dialogue.
When and how does Wharton use foreshadowing throughout the novel?

5. Jon How does Wharton's choice of symbols affect the mood of the novel?
What relationships exists between symbols and themes in the novel? Between symbols and characters?

6. Steven Explore rhetorical language and figurative language in the novel.
How does the language reflect the mood or themes in the novel?
Wharton often uses figurative language to heighten our perception of various story elements. Listed below are several
metaphors and similes from the novel. Explain the significance of each.
a. “Starkfield emerged from its six month’s siege like a starved garrison capitulating without quarter” (p. 7). (Setting)
b. “He seemed a part of the mute, melancholy landscape, an incarnation of its frozen woe” (p. 11). (Character)
c. “…the coming to his house of a bit of hopeful young life was like the lighting of a fire on a cold hearth” (p. 25). (Conflict)
d. “The moon would push over the ridge behind the farm, burn a gold edged rent in the clouds, and then be swallowed
by them” (p. 58). (Style)
e. “It was as senseless and savage as a physical fight between two enemies in the darkness” (p. 83). (Conflict)
f. “…a mysterious, alien presence, an evil energy…” (p. 87). (Character)
g. “The inexorable facts closed in on him like a prison-wardens cuffing of a conflict” (p. 99). (Conflict)
h. “…they seemed to come suddenly upon happiness as if they had surprised a butterfly in the winter woods…” (p.
113). (Tone)
i. “…her dark eyes had the bright witch-like stare that the disease of the spine sometimes gives” (p. 128). (Plot)
Ethan Frome is a pictorial novel. Using barren, hostile images, how does Wharton create a physical wasteland that serves a a metaphor for the life of the main characters.
Edith Wharton's Ethan Frome, review pivotal passages from the novel that reflect an aphorism or allegorical perspective regarding the human condition.

7. Joann Wharton emphasizes the significance of little things inthe novel. Why?
How do details create beautiful harmony of tone and mood?
Explore clothes, architecture, and social customs in the novel.

8. Colin Discuss the realistic details that help create the sense of a life-like situation.
Is the ending realistic? Explain.
Discuss the use of local color and regionalism in the novel.

9. Kevin Does the novel accurately depict life in New England in the early 1900s?
Is Ethan's story a social tragedy forecast by the oppressive New England setting.
Where in the novel can we detect life in New England as it really was?



True or False? “Poverty renders people hopeless; they become incapable of changing their circumstances.” Explain your position regarding this statement.

SATIRE

Read the texts below. Then, write an informal (but grammatically correct) response to them. Are they satirical? Who or what is being satirized? Why? Are they effective? What do you think? (Reading Satire handout - if you need it)

Advice to Youth by Mark Twain

All Seven Deadly Sins Committed at Church Bake Sale

Girl Moved To Tears By 'Of Mice And Men' Cliffs Notes (from The Onion)
Driving While Stupid
http://www.miamiherald.com/2008/11/16/754230/driving-while-stupid.htmlB

Behind the Formaldehyde Curtain
http://www.hartlandhighschool.us/teachers/czapski/documents/BehindtheFormaldehydeCurtain.pdf

Daryl Cagle's list of political cartoons

Slide show of satirical covers from The New Yorker (including the Obama one that got them in so much trouble)

Vanity Fair response cover to The New Yorker


"Once More to the Lake"
Download file "Oncemoretothtelakews.pdf"


SYNTHESIS ESSAY

o You will be presented with an introduction to and a description of an issue that has varying viewpoints associated with it. Accompanying this is a selection of sources that address the topic. These sources can be written texts that could include nonfiction, fiction, poetry, drama, visual texts, photos, charts, art work, cartoons, etc. After reading and annotating the sources, the student is required to respond to the given prompt with an essay that incorporates and synthesizes at least THREE of the sources in support of your position on the subject. You will NOT be given “extra points” for incorporating more than three sources. You will NOT pass this essay if you fail to cite sources at any time.

o Use the sources as springboards or buttresses for your argument. Do not let the sources drive your essay.

o The College Board wants to determine how well a student can read critically, understand texts, analyze texts, develop a position on a given topic, support a position on a given topic, support a position with appropriate evidence from outside sources, incorporate outside sources into the texts of the essay, cite sources used in the essay

o Use the sources and your observations, readings, and experiences to support your thesis.

o This essay is a chance to demonstrate your ability to develop a “researched idea” using not only your personal viewpoint, but also the viewpoints of others.

o Don’t be alarmed by the length or complexity of the sources. You will choose your position, and you will choose which texts to incorporate. As long as you address the prompt and cite the required number of sources, you will be fine.

o You must be able to analyze the argument each source is making. What claim is the source making about the issue? What data or evidence does the source offer in support of the claim? What are the assumptions or beliefs (explicit or unspoken) that warrant using this evidence or data to support the claim?

o Ask the questions:

§ What are two or three possible positions that I could take on this issue?

§ Which of these positions do I want to take? Why? Keep an open mind, and choose the position that will allow you to have the best essay and supporting details.

§ Many of the best essays don’t have a simple and “easy” thesis but instead take a more critical approach that recognize the complexities of the issue.

§ Imagine arguing the topic with an individual. Argue your position and feel free to say things like, “Source A takes a position similar to mine,” or Source C would oppose this position, but here is why I still maintain its validity,” etc.

o This essay has two main approaches

§ First: Expository essay in which you develop your thesis and support it with specific examples from appropriate sources. You may use compare/contrast, cause and effect, or analysis

§ Second: Argumentative essay in which you take a position on a particular topic and support the viewpoint with appropriate outside sources, while indicating the weaknesses of other viewpoints.

o Common Errors

§ Not taking a clear position or wavering between positions

§ Substituting a thesis-oriented expository essay (informing the reader of the different topics/positions) for an argumentative essay

§ Being reluctant to engage in verbal combat because “everybody’s entitled to his or her opinion” so there’s nothing to argue about

§ Slipping out of focus by discussing imagery in general

§ Trying to argue about photography by using evidence from a literary reading list (for example, The Scarlet Letter) and sliding off topic into theme of appearance and reality

§ Lacking clear connections between claims and the data, and the warrants needed to support them

§ Trying to analyze style or rhetorical strategies instead of arguing a point (wrong essay…that would be analysis!!!)

o Carefully read the prompt and all introductory material. Many times the extra information will provide you with time-saving information.

§ With visual texts

· Identify the subject/s

· Identify the major components

· Identify verbal clues such as titles, date, cartoonist, and dialogue

· Notice position and size of details of images

· Identify the primary purpose

· How do the details support the purpose?

o Pre-writing: Make marginal notes beside the text; highlight, underline, and circle key elements. Clearly mark and decide which position you will take and which sources will support your viewpoint.

o Opening Paragraph: Specifically address the prompt and clearly state your position on the topic (thesis with 3 ideas). You may use anecdotes, personal experiences, observations, startling facts/statistics, etc. to “catch” your reader’s attention.

o Body Paragraphs: Use transitions to connect ideas. Build up to your strongest point with each paragraph. When citing sources, all you need to do is put the source in parenthesis (Source A) or say, “According to Source A…..”

o Use a mixture of direct quotations, summary, and paraphrased quotations when incorporating your sources. Remember that you MUST establish a position and each source you choose MUST support and develop your position.

§ Summary: read a text closely and locate the key words/phrases that enable you to reduce the piece to its essential points

§ Paraphrase: transpose the original material into your own words. It will be close to number of words in the original text.

§ Inference: drawing a conclusion based on specific material

§ Quotations:

· Direct Quotation/Full citation provided at beginning of sentence: John Broder in his February 21, 2006, New York Times article titled “States Curbing Right to Seize Private Homes,” quotes Scott G. Bullock, “….”

· Direct Quotation/Citation placed outside the text: In a 60 Minutes interview presented on July 4, 2004, Jim Saleet, a homeowner, stated, “.….” (Source E).

· Paraphrase of and direct quotation third paragraph citation placed outside of the text: John Echeverria sees a danger arising from doing away with the powers of eminent domain. There is real danger the areas will experience “economic decline” (Source E).

· Combination of Direct Quotation and Paraphrase citation provided outside of the text (note the use of ellipsis): In 2005, a supreme court decision ruled that “…the government taking of property from private owner…” (Source C).

· Direct Quotation Citation after Sentence: 68% of survey respondents said that they “favored legislative limits on the government’s ability to take private property away from owners…” (Source G)

· Direct Quotation with Citation with Sentence: According to a survey conducted by CNN on July 23, 2005, 66% of those responding said “never” to the question, “Should local governments be able to seize homes?”

· Paraphrase Citation Outside Sentence: In recent polls conducted by both the Washington Times and CNN, over 60% said no when asked if local governments should be able to take over private homes and businesses (Source G).

o Conclusion: Restate main idea but do not simply summarize. Try to powerfully connect ideas or find another source that somehow unites all items discussed.

Synthesis Essay

Ø It will most likely be first. You will know it is the synthesis because it will be the longest and will include sources.

Ø Highlight your specific task in the prompt.

o Many people wrote that Global Warming existed or did not exist; they failed to realize the prompt asked you to take a position on the key issues that leaders should consider when making policies that may affect global warming.

Ø Use the 15 minutes to peruse the sources and make notes about how each source fits into the assigned topic. Does it support it? It is against it? Does it offer an interesting insight?

Ø You must take a position. You cannot qualify on this prompt unless it specifically says qualify in the prompt. Even if it says “qualify,” essays are considered stronger when they choose a side. Your reader should know exactly where you stand by the end of your essay.

Ø The best essays addressed the counterargument/counter-position in the first body paragraph or introduction and then built their position and support in the next three paragraphs. They briefly mentioned the counterargument in the conclusion or last body paragraph but the essay clearly demonstrated one position.

Ø Don’t simply summarize the sources. Have a position and develop your position by incorporating and analyzing the sources.

Ø Don’t be intimidated. You have an opinion. Imagine Oprah asked you for your position on the topic or someone offered you a million dollars for your position; you would find something to say in this circumstance.

March 26th Synthesis 1- Penny
Read prompt
Brainstorm - Discuss
Read seven sources, annotate and label author's purpose and position

March 27th Write thesis and one paragraph specifically utilizing examples, illustrations, observations, as well as source integration
Analyze student responses

March 28th Synthesis 2 - Advertising
Read prompt
Brainstorm - Discuss
Read seven sources, annotate and label author's purpose and position

March 29th Write introduction and thesis
Analyze student responses

March 30th Read "Once More to the Lake" and complete activities
SEE WORKSHEET ATTACHMENT ABOVE
Read Realism/Naturalism
http://www.online-literature.com/periods/realism.php
April 2nd QUIZ
April 3rd Analyze student responses
"Once More to the Lake"

April 4th Synthesis 3-
Read prompt
Read seven sources, annotate and label author's purpose and position

April 5th
Read Ethan Frome
April 6th

April 16th-April 20th SATIRE UNIT: Week One
Satire packet
A Modest Proposal
Shooting an Elephant
Behind the Formaldehyde Curtain
Multiple Choice Quizzes

April 23rd - April 27th Satire Unit - Extended Response to satirical pieces:
Week Two:
Advice to Youth
Girl Moved to Tears
Driving While Stupid


Presentations on Ethan Frome
Satirical responses due Wednesday

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QUARTER 3

SAMPLE SYNTHESIS MODEL PROMPT FOR PROJECT:

Download file "Synthesis Prompt-Example.pdf"

Synthesis Essay
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/51307.html

Synthesis Prompt Forms:



Perspectives in American Literature:
http://www.csustan.edu/english/reuben/pal/chap2/2intro.html

WORKBOOK SYNTHESIS INTRODUCTION:

Download file "Workbooksynthesis-1.pdf"
Patrick Henry:

Download file "Reading-Patrick henry.pdf"

Download file "Henry's Speech.doc"

Download file "Henry Speech Analysis.doc"
Thomas Paine

Download file "Reading-Paine's Crisis.pdf"
Paine worksheet to be completed for Monday, January 30th

Download file "Paine-CrisisAP.pdf"
Jefferson's Declaration of Independence
http://classiclit.about.com/library/bl-etexts/tjefferson/bl-tjeff-declind.htm
Lincoln's Gettysburg Address Assignment attachment:

Download file "GettysburgAddressAssignment.pdf"
Lincoln's Second Inaugural Address
http://www.bartleby.com/124/pres32.html
JFK's Inaugural Address
http://www.bartleby.com/124/pres56.html

From "Self-Reliance"

Download file "self-reliance.pdf"




Date In-Class Homework
1/23/12 Resume/Refernces/JobShadow Resumes/References are due Thursday
1/24/12 Review Semester Exam Read the PDF Attachment "Workbook Synthesis" above
1/25/12 PPT- Synthesis Essay Read and complete activity on Patrick Henry's "Speech to the VA Convention"
1/26/12 Resume and references due
Job Shadow
Read and complete activity on Patrick Henry's "Speech to the VA Convention"
1/27/12 Synthesis PPT Read and complete activity on Thomas Paine's "Crisis"
Download the two documents above!
1/30/12 Synthesis PPT Read Jefferson's Declaration of Independence
1/31/12 Quiz - Readings Read Lincoln's The Gettysburg Address
2/1/12 Synthesis Frame- Television/Presidential Elections
Activity
Read Lincoln's Second Inaugural Address
2/2/12 Synthesis - Sample Papers
Lincoln Activity
Read JFK's Inaugural Address
2/3/12 Gender Issues
2/6/12 Paraphrasing, summarizing, quoting
Synthesis worksheet - Gender issues
Read MLK's "I Have A Dream"
2/7/12 Essay Read King's "Letter from Birmingham Jail"
2/8/12 Analyzing documents/speeches Read Rand's "The Nature of Governement"
http://www.aynrand.org/site/PageServer?pagename=arc_ayn_rand_the_nature_of_government
2/13-2/17 Creating/understanding the synthesis prompt Synthesis Projects are due Tuesday! They must be submitted to turnitin.com
2/21/12 MLK's "I Have a Dream"
anaphora, repetition, metaphor
Research the Biblical allusions and write an extended paragraph explaining the purpose and effectiveness of each. Submit to turnitin.com
2/22/12 Rhetorical Analysis- MLK DUE MONDAY- Martin Luther King Jr. claims in "Letter from Birmingham Jail" that "it is an historical fact that privleged groups seldom give up their privileges voluntarily. Individuals may see the moral light and voluntarily give up their unjust posture; but ... groups tend to be more immoral than individuals" (paragraph 12). Write an essay defending, challenging, or qualifying King's claim. Support your position with evidence from your own experience, observation, or knowledge.

SUBMIT TO TURNITIN.COM
2/23/12 Discussion - anaphora, metaphors, repetition, allusions
2/24/12 Worksheet on Letter
2/27/12 Letter from Birmingham Jail
Exploring King's refutation
2/28/12 Exploring appeals in King's Letter Worksheet due
2/29/12 Exploring rhetorical appeals in King's letter Revise gender issue synthesis essay - must submit to turnitin.com Friday
3/1/12 MC QUIZ
MLK & JFK
3/2/12 Syntax Practice
3/5/12 Review MLK
3/6/12 Review MLK and JFK Prepare presentation on transcendentalism
3/7/12 Presentations- Transcendentalism
3/8/12 Presentations
Transcendentalist Quiz
Read from "Nature" - pages 807 -809 (paragraphs 1-9)
Answer questions 1-4 on page 814
3/9/12 Discussion From "Nature"
3/12/12 Discussion From "Nature" Read "Self- Reliance" and complete activities
3/13/12 Discussion "Self-Reliance" Read from "Walden" and complete activities; pages 276-282
3/14/12 JOB SHADOW EXPERIENCE Write thank you to host and refelction
3/15/12 Self-Reliance Begin reading "Civil Disobedience" - Paragraph 1 & 2; Annotate
3/16/12 Nature
3/19/12 QUiz- MC
3/20/12 Discussion - Walden
Rhetoric in Paragraphs 1-2
What do you consider to be essential in your life? What would you say you need on a daily basis to survive? Indicate each item and explain why it is necessary for survival.
3/21/12 Discussion - Walden
Paragraphs 3-4

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QUARTER 2

1/5/2012 Catcher essays due; discussion of novel and Holden's character
1/6/2012 Practice 3-6 analysis
1/9/2012 Multiple Choice Test
1/10/2012 Review
1/11/2012

1/13/2012






WINTER BREAK ASSIGNMENT: Read Salinger's The Catcher in the Rye and write an essay to the prompt below:

The Catcher in the Rye Essay

The following passage is an excerpt from an original review of The Catcher in the Rye by Nash K. Burger from The New York Times on Monday, July 16, 1951. Based on your reading of the novel, clearly defend or refute Burger’s analysis of Holden Caulfield’s character. Support must include specific examples from the text.

“His troubles, his failings are not of his own making but of a world that is out of joint. There is nothing wrong with him that a little understanding and affection, preferably from his parents, couldn’t have set right. Though confused and unsure of himself, like most 16-year-olds, he is observant and perceptive and willed with a certain wisdom. His minor delinquencies seem minor indeed when contrasted with the adult delinquencies with which he is confronted.”


Argument Tips
Toulmin Model
http://owlet.letu.edu/contenthtml/research/toulmin.html
Types of warrants: http://www.unl.edu/speech/comm109/Toulmin/warrant/sld001.htm
Qualifying your Statements: http://spot.pcc.edu/~mdembrow/QUALIFYINGStatements.htm

Download file "qualifywhat_does_it_mean.doc"

Download file "toulmin_analysis_template.doc"
http://polaris.umuc.edu/ewc/web/argue_evidence.html
DATE IN-CLASS
12/12/11 Claims Quiz
"Happiness" Sample Essay
Read "The Bet" by Anton Chekov-
http://www.eastoftheweb.com/short-stories/UBooks/Bet.shtml
12/13/11 Assembling an argument- another sample
Happiness
Art discussion (sculpture removed - defined, refute, qualify)
Distributed Catcher in the Rye- must read over break
12/14/11 Read/analyze sample essay -Neal Gabler
"Entertainment has the capacity to ruin society"
Write take-home essay
12/15/11 In-class timed response write take-home essay
12/16/11 A look at responses write take-home essay
12/19/11 Crucible essay due
Multiple Choice Practice

12/20/11 Multiple Choice Practice
12/21/11 In-Class Timed Response

12/5/11 Review MC choice test and answers
12/6/11 Handouts - Introductions and thesis statements
12/7/11 Writing the persuasive essay - "They Say/ I Say" template; Fishcl prompt (art)
write claims on board and discuss
Find a disturbing photograph/picture of art/sculpture for "what is art?" discussion
12/8/11 writing the persuasive essay - World Trade Center photograph
Write your position, evidence, and concession in class
Turn in all work
12/9/11 Claims review Answers to exercises: 1. value 2. cause 3. defintion 4. policy 5. fact 6. value 7. policy 8. value 9. policy 10. cause 11. fact 12. value 13. value 14. policy 15. policy

QUIZ ON MONDAY!

WELCOME BACK!
Date In-Class Homework
11/28 MC Practice Test Answers;
Review persuasive/argumentative essay
"Charity" 2007
Find, quote, and explain 7 different fallacies in "The Crucible." Type and submit to turnitin.com
11/29 "The Crucible" Quiz

Handout- strategies to write an argument
Define the following terms:
Defend, Refute, Qualify
Explore the following website on Claims (Understand types of claims and examples):
http://courses.washington.edu/spcmu/334/types.html
Read "Let Teenagers Try Adulthood"
Answer questions 1-5 on page 155
11/30 Five types of Claims handout; complete questions on p. 166
[postponed]"Model for High School Students" p. 158
and Rockwell's painting - page 162
Read sample argument AP essay
12/1 Types of Claims PPT
Types of Evidence with Examples PPT
[Postponed until Tuesday]"How Entertainment Conquered Reality" Discussion
Complete activity on page 165- Choose which essay to respond to carefully.
12/2 How to write the argumentative essay
Miller prompt: In Act IV of "The Crucible," Reverend Hale states that "Life is God's most precious gift; no principle, however glorious, may justify the taking of it." In a well-organized essay, defend, challenge, or qualify the validity of this assertion. Use evidence from your own reading, observation, and/or experience to support your position.
Review MC test distributed a few weeks ago and bring to class on Monday!!!!!! Be prepared to defend your responses!
Also study the five types of claims! Quiz on Monday!
http://www.youtube.com/watch?v=urV2IOJP-5c

Date In-Class Homework
10/31 Scarlet Letter DIDLS Assignment Select passage to analyze
11/1 Review Scarlet Letter MC passage 1-3 Analyze diction, imagery, details, language, and syntax of selected passage.
11/2 Scarlet Letter MC Quiz - passages 4-6 Analyze diction, imagery, details, language, and syntax of selected passage.
11/3 Revise errors on MC practice test Analyze diction, imagery, details, language, and syntax of selected passage.
11/4 Review expectations of teaching presentation and conference with each student Analyze diction, imagery, details, language, and syntax of selected passage.
Scarlet Letter Rhetorical Analysis Essay due Monday!
Reread pages 69-73- Scarlet Letter
11/7 Joann Reread pages 81-84 - Scarlet Letter
11/8 James Reread pages 91-95- Scarlet Letter
11/9 Jon Reread pages 115-116 - Scarlet Letter
11/10 Victoria Reread pages 126-129 - Scarlet Letter
11/11 Sam Reread pages 175-178 - Scarlet Letter
11/14 Practice Tests
11/15 Kevin Reread pages 184-187
Read pages 86-93- Argument Handout. In your own words, explain inductive and deductive reasoning and the significance of understanding them in analyzing arguments.
11/16 Colin Reread pages 232-234
Read pages 93- 97 - Argument Handout
Identify and explain in detail the three main components of Toulmin's Model of Argumentation
11/17 Kaitlin Reread pages 237-240; Fallacy handout & packet
11/18 Stephen Fallacies
Distribute "The Crucible"
11/21 Fallacy Quiz Read "The Crucible"
11/22 College Planning - Dr. Termini
Review practice test
Read "The Crucible'
11/28 Argument PPT


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OCTOBER Schedule


10/10/11 SOAPSTone Revisions Due - Bradford, Rowlandson, Edwards
-Syntactical elements in Bradford activity
10/11/11 Bradford PPT
Activity: Diction, Details, Point of View, Bias in Bradford's Of Plymouth Plantation
Distributed Scarlet Letter
Prepare for in-class essay
10/12/11 In-class essay Scarlet Letter - Chapters 1-2
10/13/11 Rowlandson PPT; activity Scarlet Letter - Chapters 3-4
10/14/11 No School Scarlet Letter- Chapters 5-6
10/15/11 Scarlet Letter - Chapters 7-8
10/16/11 Scarlet Letter - Chapters 9-10
10/17/11 "Sinners" Rhetorical Essay Due - 100 points
Rowlandson - shifts in tone/ bias
Scarlet Letter - Chapters 11-12
10/18/11 Annotating Edwards; MC Quiz -Edwards
Socratic Seminar Guidelines- Edwards
Scarlet Letter- Chapters 13-14
10/19/11 Socratic Seminar Scarlet Letter- Chapters 15-16
10/20/11 Socratic Seminar concluding remarks;
Sinners MC review; euphemism review
Scarlet Letter- Chapters 17-18
10/21/11 OPTIC #3 Due
Puritanism/Predestination
The Great Awakening
Religion influences America
Scarlet Letter- Chapters 19-20
10/22/11 Scarlet Letter- Chapters 21-22
10/23/11 Scarlet Letter- Chapters 23-24
10/24/11 Scarlet Letter Lecture
Handouts- Hawthorne/Romanticism/ Puritan beliefs
10/25/11 Precis 4 Due
MC Questions Scarlet Letter
10/26/11 PPT- Scarlet Letter: Romanticism; Custom House; Chapters 1-3 -
Strategies/POV/Characterization/Symbolism
10/27/11 In-class essay- SL
10/28/11
LAST DAY OF 1st QUARTER
Optic #4 Due
Units 1-6 vocabulary quiz (30 points)

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Sinners




Download file "Edwards- Sinners.pdf"

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Mary Rowlandson


Download file "SOAPSTone Rubric.doc"SOAPSTone assignments have not been thorough. Please follow guidelines - see attached rubric.

DUE WEDNESDAY, OCTOBER 5th!!
Download and read the following attachments:
Annotate the narrative and write a SOAPSTone for Rowlandson's captivity narrative. Be sure to submit to turnitin.com.

Download file "From Mary Rowlandson’s A Narrative of the Captivity.doc"

Download file "Background-Rowlandson.doc"

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WEEK FIVE

I WILL PROVIDE PAPER COPIES OF THESE READINGS (BRADFORD _ LANGE) TO YOU IN CLASS ON FRIDAY!
SCHEMES AND TROPES QUIZ - TUESDAY OCTOBER 4th!!!!

October Assignments

1) Read each of the following examples of literature:

·excerpt from Of Plymouth Plantation by William Bradford

·excerpt from A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson by Mary Rowlandson

*“Sinners in the Hands of an Angry God” by Jonathon Edwards

2) Read each of the following articles:

·“America, Found and Lost” by Charles C. Mann

·“Unsettling Discoveries at Jamestown” by Karen E. Lange

3) Complete a SOAPSTone chart for each of these readings. The chart, as well as instructions for completing it, is included in this document. These assignments should be submitted to turnitin.com on the following due dates:

·October 10:excerpt from Of Plymouth Plantation by William Bradford

·October 10:excerpt from A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson by Mary Rowlandson

·October 10:“Sinners in the Hands of an Angry God” by Jonathan Edwards

·October 11:“America, Found and Lost” by Charles C. Mann - NO SOAPSTone for HOMEWORK!!!

·October 12:“Unsettling Discoveries at Jamestown” by Karen E. Lange - NO SOAPSTone for HOMEWORK!

REMEMBER: When you complete a SOAPSTone analysis, you must carefully consider each element and provide a complete explanation as well as ample evidence. FILL each section of the chart.

Rhetorical Analysis Essay:

Download file "Sinners-Angry God.pdf"

Read Jonathon Edwards’ sermon “Sinners in the Hands of an Angry God.” Then write an essay analyzing the rhetorical strategies Edwards uses. Explain how these strategies convey the author’s purpose.Due October 17th.



Monday "Superman and Me" AP Prompt: "On the Want of Money"
Tuesday How to write the rhetorical analysis essay;
Analyze student samples
Read essay packet
Wednesday Continue analysis of writing samples;
Give a grade
See assignments on blog
Thursday Tropes/Schemes Practice OPTICS #1 & #2
Friday Quiz

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WEEK FOUR

PLEASE KNOW SCHEMES AND TROPES-
HERE IS AN EXCELLENT HANDOUT: Download file "Schemes and Tropes complete HO-2.pdf"


MONDAY In-class timed writing - DICTION Read "Superman and Me" and annotate (pages 110-112 in LOC)
TUESDAY Plastic Pink Flamigno Analysis
Review rubric - effective and adequate
Packets: Imagery, details, and langauge- Review schemes/tropes
PRECIS REVISION
WEDNESDAY Revised Précis Due- Submit to turnitin.com
Distribute packet: Syntax: Sentence Structure and review components.
Students are to review schemes and tropes. Quiz September 30th)
HW: Re-read “Superman and Me” and find at least five examples of rhetorical strategies. Analyze their effectiveness.
THURSDAY Syntax PPT
Discussion: How does sentence structure affect the reader?
SYNTAX Practice
PRACTICE EXERCISES
FRIDAY UNITS 1-3 Vocabulary Assessment
LMC – Noodle Bib presentation (MLA, APA, Chicago citations)
OPTICS #1-2 Due

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WEEK THREE

DICTION PPT:

Download file "Style Analysis.ppt"


PRECIS - (Choose an argumentative article. Read and annotate the article.)
  • MLA Format
  • MLA Citation
  • Precis (4 sentences - follow format)
  • Vocabulary defined
  • Three rhetorical strategies

Submit to turnitin.com
Turn in a hard copy and a copy of the annotated article.


Reread LOC Chapter Two
PLEASE READ AND ANNOTATE "Who Cares if Johnny Can't Read."
http://www.slate.com/id/3128/



Monday Lecture: Close Reading/The Art and Craft of Analysis
Handout
"Ground Zero"
Visual Analysis - Dodge Durango and "got milk"
Read handout. Reread and annotate "Who Cares if Johnny Can't Read"
Tuesday Visual Analysis: "HAVE A COKE"; OPTIC
Listening to and questioning the text!!!!!!
Activity: "Who Cares If Johnny Can't Read"
Listening to and questioning the text activities-
"Who Cares if Johnny Can't Read"
PRECIS #1 Due
Wednesday Precis #1 Due
DICTION (TROPES)
Handouts, Handouts, and More Handouts!!!
Read "The Rattler"
What words appear to have been chosen specifically for their effect? What are the connotations? What effect do these images have on your mood as a reader?
What do they seem to indicate about the author's tone?
Thursday DICTION Exercises
"The Rattler"
Write thesis statement and diction paragraph
See DICTION PPT ABOVE!
Friday SYNTAX (SCHEMES)
The Same!

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MLA/APA/CHICAGO

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WEEK TWO

Sept. 6th Homework:
Review Ethos, Pathos, & Logos
Complete assignment on page 9 LOC (to be collected)
Review "The Classical Model" (arrangement)
Review Patterns of Development (Modes of Discourse)
Complete assignment on page 26 (to be collected)


Sept. 6th Rhetorical Strategies Assignment Due
Rhetorical Triangle Quiz
"America's Good Food Fight": Rhetorical Triangle analysis
Page 9: LOC
Page 26: LOC
Sept. 7th PPT:
Classical Model;Modes of Discourse
Modes of Discourse Worksheet
Sept. 8th Handout: Ethos, Pathos, Logos
SOAPSTone Model
Precis
Study Chapter One
Sept. 9th Quiz- LOC Chapter One "Who Cares if Johnny Can't Read"; LOC Chapter Two

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WHAT IS AP LANGUAGE?

Download file "What is AP LANGUAGE.doc"

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RHETORICAL STRATEGIES

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Writing for the AP Exam


The Advanced Placement English Language & Composition Exam asks students to write three kinds of essays:

Rhetorical Analysis

Persuasive Argument

Synthesis Essay (a persuasive argument synthesizing ideas from provided documents, with the expectation that students properly document their sources)
Technically, the exam writers can choose to include a synthesis essay and two rhetorical analyses, or a synthesis essay and two persuasive arguments. However, students should expect to write one of each. (Extra time is built into the exam for the synthesis essay; therefore, it is guaranteed to be a part of the test.)

Writing AP Introductions

Download file "AP Introductions1.doc"

Writing AP Conclusions

Download file "AP Concluding Paragraphs-1.doc"

Writing AP Body Paragraphs for Synthesis and Persuasive Arguments

Download file "AP Persuasive Argument, including Synthesis Essay, Body Paragraphs.doc"

Writing AP Body Paragraphs for Rhetorical Analysis Essays
Download file "AP Rhetorical Analysis Body Paragraphs.doc"


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Week One

Students will understand the AP Language and Composition course and the structure of the test.
Students will be apprised of AP grading system.
Students will answer the following essential questions:

·What will I need to know to take the multiple-choice AP test?

·How will the multiple-choice section be graded?

·How will I develop the skills to write an AP style essay?

·How are the essays graded?

·What are the expectations for success in the AP course?

Weekly Calendar In-Class Homework
Monday Junior Class Meeting 8th period
Tuesday Understand the basics of the entire AP test; focus of today's lesson is on the MC section; OPTIC/PRECIS Assigned Practice Test (one hour)
Wednesday Practice AP Multiple Choice Rhetorical Terms
Thursday Practice Ap Multiple Choice Test - Group
Students will work through a mc test- dictionaries are allowed; student choices must be explained
Rhetorical Terms
Friday LOC PPT
SAOPSTone
"America's Good Food Fight"
Rhetorical Terms

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