Conclusions, as we have discussed, do not have to be ginormous paragraphs weighing down the end of the essay. In essence, the conclusion references back to the intro - such as the condition of slavery, the lack of education, the religious hypocrisy inherent in the prompt - and finalizes the paper with a last sentence.
If time permits, your conclusion can be in the ballpark of 1 (as in 1 amazing piece of syntax) - 3 sentences. If you note that time is running short, you may tack on the concluding sentence to your fourth paragraph. If any circumstance, you want to end with a period.
Remember, time is your friend. And if you still feel that time is an antagonist, embrace these words by Robert Orben: "Time flies. It's up to you to be the navigator."
Wednesday, December 28, 2016
The Middle
If the introduction engages the reader to continue forward, the middle paragraphs, the body, keep the reader from wandering off in the midst of reading.
As you ascend the levels of AP writing, you are aware that the topic sentence of each paragraph sets the organization and direction of the analysis: author + active verb + strategy + specific purpose.
Following the topic sentence, you will then explain the strategy via analysis and multiple examples of evidence. The evidence should occur from the entire text (close reading) and be spaced out in the paragraph. If you evidence dump everything into one sentence, then you are limiting your paragraph analysis. If you spread out the evidence throughout the paragraph, then you can analyze each example and its purpose. A high scoring essay has more than one example of evidence, and this evidence is non-sequential, i.e. spread across the entire text.
Speaking of evidence, you are aware that at this level of writing you are selecting key words and phrases to transition into your own writing. This negates the need for full sentence quotes (distracting to flow) and ellipses (distracting to grammatical structure). Simply put, imagine if you are analyzing a type of textual diction. If you give a full sentence quote, you are making the reader figure out what words you are analyzing instead of selecting the key words for the reader. Plus, full sentence quotes take up your time writing!
Citations, citations, citations. Guh (that has been my sound effect for the past week).
Citations go at the end of the sentence (13). Notice the period position, the lack of a pg. or a ln. or anything else that wastes time writing. And, once again, note that there is not a second punctuation mark prior to the parentheses.
And, last but not least, you want a concluding sentence to wrap up the whole paragraph. Do not end a paragraph with evidence. Instead, end with a sentence that reflects your understanding of the purpose and the strategy at hand.
The Beginning
As with our previous rhetorical analysis prompts, the introduction sets the stage for your eventual score on the AP exam. A strong, mature, error-free introduction suggests a 7, 8, or 9 is forthcoming. A bare, sloppy introduction suggests a 5 or below is in the offering.
The hook is important to set the context of the rhetorical analysis. For instance, many of you hooked the audience in using imagery and historical references to the inhumanity of slavery in the South. In two or three sentences, you created an understanding of the text context and the author's purpose.
While a hook creates the voice, never let the hook overtake the rest of the essay. For example, an analogy helps create a context for the audience. However, you must be wary of using an analogy that simplifies the content at hand (remember John Keats as the teenage girl waiting to be asked out for a school dance?) and results in a more immature understanding of the text.
In addition, you don't want your hook to be its own essay. Be cognizant that the audience wants the starter to confirm your writing prowess and lead them to what is most important: the rhetorical analysis of the show. A lot of you are writing masterful, artistic hooks - just remember you can be masterful and artistic without filling up the whole page.
Another significant part of the introduction is the identification of the title (punctuated properly) and the author (named spelled correctly). As you are analyzing a specific text and author, you need to indicate this in the introduction and then reference back to the author's name in every paragraph. You do not have to repeat the title after the introduction.
The thesis ties everything together in a beautiful bow for your reader. In class, we worked on creating a formula for thesis statements and topic sentences -- not to brag, but I think our work this year has been extraordinarily creative and dynamic.
Remember this?
Author + active verb + specific rhetorical strategies + mature purpose.
I expected to find such a thesis statement at the end of your introductory paragraph. Those of you that embraced active verb usage - throughout the essay - created mature, engaging writing that your AP audience wants to read. Those of you that clarified the type of diction, the type of imagery, the type of tone, even the type of anaphora gave the reader a sense of text understanding. Those of you that clarified the purpose and adjusted the diction to reference the prompt without regurgitating its diction encouraged the reader to enjoy something unique.
The hook is important to set the context of the rhetorical analysis. For instance, many of you hooked the audience in using imagery and historical references to the inhumanity of slavery in the South. In two or three sentences, you created an understanding of the text context and the author's purpose.
While a hook creates the voice, never let the hook overtake the rest of the essay. For example, an analogy helps create a context for the audience. However, you must be wary of using an analogy that simplifies the content at hand (remember John Keats as the teenage girl waiting to be asked out for a school dance?) and results in a more immature understanding of the text.
In addition, you don't want your hook to be its own essay. Be cognizant that the audience wants the starter to confirm your writing prowess and lead them to what is most important: the rhetorical analysis of the show. A lot of you are writing masterful, artistic hooks - just remember you can be masterful and artistic without filling up the whole page.
Another significant part of the introduction is the identification of the title (punctuated properly) and the author (named spelled correctly). As you are analyzing a specific text and author, you need to indicate this in the introduction and then reference back to the author's name in every paragraph. You do not have to repeat the title after the introduction.
The thesis ties everything together in a beautiful bow for your reader. In class, we worked on creating a formula for thesis statements and topic sentences -- not to brag, but I think our work this year has been extraordinarily creative and dynamic.
Remember this?
Author + active verb + specific rhetorical strategies + mature purpose.
I expected to find such a thesis statement at the end of your introductory paragraph. Those of you that embraced active verb usage - throughout the essay - created mature, engaging writing that your AP audience wants to read. Those of you that clarified the type of diction, the type of imagery, the type of tone, even the type of anaphora gave the reader a sense of text understanding. Those of you that clarified the purpose and adjusted the diction to reference the prompt without regurgitating its diction encouraged the reader to enjoy something unique.
The Prompt Itself
When I opened each stapled gift from you to me over this holiday season, I was surprised to find so many blank prompts before me. While you were not evaluated on close reading skills, the lack of underlining, circling, and noting patterns of strategies did not assist some writers in organization or analysis. While it may seem to eat away time, taking 4-5 minutes to close read your given prompt will save you time and energy later. The close read, which we practiced in teams on the board on several occasions, allows one to mark the strategies and the multiple examples of evidence throughout the text. A strong close read naturally flows into the thesis, the topic sentences, the evidence, and the analysis necessary to give the prompt justice.
The prompt, based on Harriet Jacobs's narrative Incidents in the Life of a Slave Girl, provided a brief background of the author and her purpose in writing, her narrative alias of "Linda," the title of the text, and a focus on her attitude towards slavery and the double standard of the slave owner's society. While the prompt featured tone (that would be attitude), a thorough, mature rhetorical analysis would not leave out all the rhetorical strategies that create this tone. Hence, the inclusion of imperative diction and syntax, enumeration, hypophora, juxtaposition, religious motif, anaphora, ethos with the personal anecdote, and pathos were all there in the text for you to identify and analyze. (For all of you overachievers, do note that those were possible options easily identifiable via close read. You would, as always, choose three as your main focus. Some successful essays would then bring in pathos to connect with the hypophora, for instance.)
While this may seem minor, the prompt also clarifies the title and the necessary punctuation for its usage in the essay. We have discussed this several times over the year, and the lack of punctuation, the usage of wrong punctuation, and the dual punctuation of titles creates a mighty distraction in your introductory paragraph. If it is italicized, you underline in your writing; if it is quotation marks, you maintain quotation marks.
Lastly, before I blog about the essay itself, a timed prompt is a fact of life (https://www.youtube.com/watch?v=gGS56qJ0xIw) in AP Lang and your eventual higher level courses. In truth, you need to embrace the timed prompt and make it your friend. Really! If you speak with former AP Lang students, you will hear about how timed prompts made them stronger writers -- once they stopped freaking out about the time element and allowed themselves to write with a combination of their mind and their gut.
If you would like to read more of Harriet Jacobs, check out this link to the full text of Incidents. As you could tell from the prompt selection, her writing evokes great pathos, imagery, and voice that makes her narrative all the more affecting.http://docsouth.unc.edu/fpn/jacobs/jacobs.html
The prompt, based on Harriet Jacobs's narrative Incidents in the Life of a Slave Girl, provided a brief background of the author and her purpose in writing, her narrative alias of "Linda," the title of the text, and a focus on her attitude towards slavery and the double standard of the slave owner's society. While the prompt featured tone (that would be attitude), a thorough, mature rhetorical analysis would not leave out all the rhetorical strategies that create this tone. Hence, the inclusion of imperative diction and syntax, enumeration, hypophora, juxtaposition, religious motif, anaphora, ethos with the personal anecdote, and pathos were all there in the text for you to identify and analyze. (For all of you overachievers, do note that those were possible options easily identifiable via close read. You would, as always, choose three as your main focus. Some successful essays would then bring in pathos to connect with the hypophora, for instance.)
While this may seem minor, the prompt also clarifies the title and the necessary punctuation for its usage in the essay. We have discussed this several times over the year, and the lack of punctuation, the usage of wrong punctuation, and the dual punctuation of titles creates a mighty distraction in your introductory paragraph. If it is italicized, you underline in your writing; if it is quotation marks, you maintain quotation marks.
Lastly, before I blog about the essay itself, a timed prompt is a fact of life (https://www.youtube.com/watch?v=gGS56qJ0xIw) in AP Lang and your eventual higher level courses. In truth, you need to embrace the timed prompt and make it your friend. Really! If you speak with former AP Lang students, you will hear about how timed prompts made them stronger writers -- once they stopped freaking out about the time element and allowed themselves to write with a combination of their mind and their gut.
If you would like to read more of Harriet Jacobs, check out this link to the full text of Incidents. As you could tell from the prompt selection, her writing evokes great pathos, imagery, and voice that makes her narrative all the more affecting.http://docsouth.unc.edu/fpn/jacobs/jacobs.html
Meditations on a Theme of Harriet Jacobs
As I finish the AP Lang final today, I would like to jot down a few reminders for me to mention when we return for second semester and for you to consider for future rhetorical analysis prompts. Overall, the final grades have ranged the entire spectrum with some essays exhibiting the necessary elements of a mature, collegiate writer and some essays backtracking into habits that Santa would consider more naughty than nice.
Before I blog about the components of the Jacobs prompt, I have three links below to blogs from last year. You will find hints, reminders, and instructions regarding punctuation and prompt writing. As you will be writing arguments and rhetorical analyses, you will need to make sure you are not distracting the audience with a plethora of minor issues that detract from the content of your writing.
http://fznaplang.blogspot.com/2015/11/prompt-writing-tips-bird-edition-part-i.html
http://fznaplang.blogspot.com/2015/11/prompt-writing-tips-part-ii.html
http://fznaplang.blogspot.com/2015/12/rhetorical-analysis-prompt-review-for.html
Thursday, December 22, 2016
For Those of You Interested in an Advertising Career
As many of you may recall from last year, I visit classrooms in January to help pique interest in AP Lang and let students know all the options available to them junior and senior year. (Yes, I will be out of the room during that time, but you know you will have something to keep you busy.)
Another way to call attention to AP Lang is to create a poster that grabs the eye and provides key words that would attract a student to the course. And in the past years, our department chair has blown up this poster into a mega-poster that is on the English department bulletin board second semester.
With that in mind, I have a proposal, not a modest one, for my AP Lang students.
If you would like to make a poster for AP Lang, and perhaps earn 10-20 extra credit points (dependent on effort), create one advertisement and share/e-mail it to me by 7:00 a.m. on January 4. This will need to be in digital format.
You will find below some facts about the course that you may want to include; however, you can also bring in stuff you have learned or liked this semester to encourage a student to take the course. Remember, this is an advertisement and prospective students walking down the hall will not stop to read full sentence explanations. The winning poster will be selected by another teacher or staff member and will receive an additional 10 extra credit points.
AP Lang Facts:
Another way to call attention to AP Lang is to create a poster that grabs the eye and provides key words that would attract a student to the course. And in the past years, our department chair has blown up this poster into a mega-poster that is on the English department bulletin board second semester.
With that in mind, I have a proposal, not a modest one, for my AP Lang students.
If you would like to make a poster for AP Lang, and perhaps earn 10-20 extra credit points (dependent on effort), create one advertisement and share/e-mail it to me by 7:00 a.m. on January 4. This will need to be in digital format.
You will find below some facts about the course that you may want to include; however, you can also bring in stuff you have learned or liked this semester to encourage a student to take the course. Remember, this is an advertisement and prospective students walking down the hall will not stop to read full sentence explanations. The winning poster will be selected by another teacher or staff member and will receive an additional 10 extra credit points.
AP Lang Facts:
- Junior and seniors
- Full year course with
an objective to pass the AP Language and Composition exam in May
- College credit earned through
test scores and/or dual credit enrollment
- Curriculum focuses on
the components of the AP Language and Composition Exam: multiple choice,
rhetorical analysis, argumentation, and synthesis
- Close reading
strategies and analyses of short passages, varying literary genres, and
modes of discourse
- Non-fiction textual
emphasis: autobiographies, biographies, diarists, critics, essayists, and
writers of history, politics, science, and nature
- AP prompt writing
skills and practices to foster mature writing style and analysis
- Writings will include
expository, narrative, analytical, argumentative, and research-based
techniques
- Full-length texts are 2
memoirs during the school year
- No summer reading
Happy Holidays
I would like to thank my little elves for bringing me treats this week. I was sampling an array of pretzels, cookies, and candy while finishing up AP Lit yesterday. These presents are nothing compared to the gift I have all semester: teaching all of you.
When we return second semester, we will review your final, return to vocab experts for 5 more units, concentrate on argumentation, create allusion posters, and have weekly tone immersion.
I hope your holidays are relaxing, fun, and not full of too much argumentation. However, if you do find yourself in a merry fight, make sure to use enough evidence to support your claim and consider the counterclaim before your rebuttal.
When we return second semester, we will review your final, return to vocab experts for 5 more units, concentrate on argumentation, create allusion posters, and have weekly tone immersion.
I hope your holidays are relaxing, fun, and not full of too much argumentation. However, if you do find yourself in a merry fight, make sure to use enough evidence to support your claim and consider the counterclaim before your rebuttal.
Wednesday, December 21, 2016
Lucy Argument Deadline
Not to sound like a broken record, but tomorrow is the last day to turn in the Lucy argumentative essay. After prewriting in groups on the block day, organizing evidence, working during Friday's class, and having all of this week to tweak and ask for feedback, it is time to turn in your essay regarding Lucy's persona. The final deadline - for all students - is 11 a.m. on Thursday. This will only be accepted in hard copy format, so make sure it is delivered and placed in the proper box by the deadline. As the fine print mentioned on the assignment sheet, students turning in this assignment will have the option to revise the essay when we start school in January to improve their score. However, those not turning in the assignment by this deadline will not receive this option.
Tuesday, December 20, 2016
Semester Final - Not So Fast
Today was our final, which featured a rhetorical analysis prompt and a multiple choice passage that should seem very familiar to you at this point. Third time is a charm for some of you?
While the final exam is complete and ready to be part of my holiday break plans, AP Langers, you are most likely still working on the last assignment for the semester: the Lucy essay. Remember, the final deadline is 11 a.m. on Thursday. As specified on the assignment handout, this is a hard copy only assignment and must be delivered by this time for credit.
P.S. Any of those still needing to complete "A Modest Proposal" Multiple Choice from Monday's class, you have until Thursday to make it up.
P.P.S. If you officially nominated a teacher or employee -- which about 50 of you did -- check your school e-mail today. In order to help out Mrs. Leacox, you will need to share your essay with her prior to leaving on break. The e-mail explains everything, and we thank you in advance from saving her from retyping all of your essays.
P.P.P.S. This is turning into a high school note. Am I the only one who would continue adding postscripts instead of just starting off another note?
P.P.P.P.S. While we will spend two weeks away from AP Lang Lang, I recommend checking the blog during the holiday season. Just hinting and all.
While the final exam is complete and ready to be part of my holiday break plans, AP Langers, you are most likely still working on the last assignment for the semester: the Lucy essay. Remember, the final deadline is 11 a.m. on Thursday. As specified on the assignment handout, this is a hard copy only assignment and must be delivered by this time for credit.
P.S. Any of those still needing to complete "A Modest Proposal" Multiple Choice from Monday's class, you have until Thursday to make it up.
P.P.S. If you officially nominated a teacher or employee -- which about 50 of you did -- check your school e-mail today. In order to help out Mrs. Leacox, you will need to share your essay with her prior to leaving on break. The e-mail explains everything, and we thank you in advance from saving her from retyping all of your essays.
P.P.P.S. This is turning into a high school note. Am I the only one who would continue adding postscripts instead of just starting off another note?
P.P.P.P.S. While we will spend two weeks away from AP Lang Lang, I recommend checking the blog during the holiday season. Just hinting and all.
Monday, December 19, 2016
Modest Proposal MC
Today's class centered around multiple choice questions for "A Modest Proposal," which you created for other classes to complete. If you were absent, you will need to schedule a makeup time for this multiple choice exam before we leave for holiday break.
Final is tomorrow --- had a lot of fun cramming this evening with you!
Final is tomorrow --- had a lot of fun cramming this evening with you!
Sunday, December 18, 2016
Cocoa & Cram Plus More!
Just making sure you all have this post! It looks like it was inadvertently deleted from my AP Lang blogger.
I will be participating in the Cocoa and Cram study sessions on Monday between 5-8 p.m. and all of my students are welcome to join me for review.
To give you a sense of what that would involve, I will be offering assistance for three classes at once.
For AP Lang, we will focus on rhetorical analysis prompts and multiple choice passages. I will have sample rhetorical analysis prompts, which we will close read, select strategies, and create mock outlines to review essay structure for this purpose. I will have multiple choice passages, which we will use to practice close reading skills and accuracy of answer. I will also have my rhetorical toolbox cards if you would like to play memory games. While you do not need to know every definition for the final (though, I would be happy if you did), it helps to have the main rhetorical strategies and modes of discourse ready for application on the exam.
For AP Lit, we will focus on multiple choice passages, which will allow us an opportunity to practice close reading skills and accuracy. The passages will be a hybrid of prose, poetry, and drama since your final will be a full AP Lit MC test. I will also have the poetry cards and the literary toolbox list to review the terms.
For Advanced Composition, we can review the styles of writing, grammar and punctuation rules, and tips for the final. We will be going over all of the above during class on Monday, so if you have any remaining questions about the final, we can work together during the cram session.
And, since I will be at school between seventh hour and the cram session, I will have my room open during that time for student use.
So, what exactly is student use? Since all of my students are working on some type of essay, you are welcome to use the computers starting at 2:30 p.m. until around 4:50 p.m. when I will need to close up the room for the Cocoa & Cram study sessions. I will be prepping and grading and dealing with textbooks (have you turned in all of your novels yet?) and possibly running errands here and there, but I will be available to answer any questions you have regarding the essay.
And, starting at 4 p.m., any AP Lang and AP Lit students are welcome to come and play with the AP Lang and Lit Cards to help prep for the final. I will even bring my AP flashcards to help you study. This will primarily be student-led review, but I will be in the background for any clarifications or questions that you may have.
Remember, all essays for all of my classes have a deadline of 11:00 a.m. on Thursday, December 22. The essay must be in hard copy and must be delivered by this time or the grade will be a zero -- no exceptions.
In all circumstances, I hope the aforementioned opportunities will help you with the finals and your last essays of the semester!
I will be participating in the Cocoa and Cram study sessions on Monday between 5-8 p.m. and all of my students are welcome to join me for review.
To give you a sense of what that would involve, I will be offering assistance for three classes at once.
For AP Lang, we will focus on rhetorical analysis prompts and multiple choice passages. I will have sample rhetorical analysis prompts, which we will close read, select strategies, and create mock outlines to review essay structure for this purpose. I will have multiple choice passages, which we will use to practice close reading skills and accuracy of answer. I will also have my rhetorical toolbox cards if you would like to play memory games. While you do not need to know every definition for the final (though, I would be happy if you did), it helps to have the main rhetorical strategies and modes of discourse ready for application on the exam.
For AP Lit, we will focus on multiple choice passages, which will allow us an opportunity to practice close reading skills and accuracy. The passages will be a hybrid of prose, poetry, and drama since your final will be a full AP Lit MC test. I will also have the poetry cards and the literary toolbox list to review the terms.
For Advanced Composition, we can review the styles of writing, grammar and punctuation rules, and tips for the final. We will be going over all of the above during class on Monday, so if you have any remaining questions about the final, we can work together during the cram session.
And, since I will be at school between seventh hour and the cram session, I will have my room open during that time for student use.
So, what exactly is student use? Since all of my students are working on some type of essay, you are welcome to use the computers starting at 2:30 p.m. until around 4:50 p.m. when I will need to close up the room for the Cocoa & Cram study sessions. I will be prepping and grading and dealing with textbooks (have you turned in all of your novels yet?) and possibly running errands here and there, but I will be available to answer any questions you have regarding the essay.
And, starting at 4 p.m., any AP Lang and AP Lit students are welcome to come and play with the AP Lang and Lit Cards to help prep for the final. I will even bring my AP flashcards to help you study. This will primarily be student-led review, but I will be in the background for any clarifications or questions that you may have.
Remember, all essays for all of my classes have a deadline of 11:00 a.m. on Thursday, December 22. The essay must be in hard copy and must be delivered by this time or the grade will be a zero -- no exceptions.
In all circumstances, I hope the aforementioned opportunities will help you with the finals and your last essays of the semester!
Wednesday, December 14, 2016
A 35-year-old Sneaker
Oops on me...I posted this under Advanced Comp for Tuesday's class. Sorry for the delay.
Third hour has inspired me to take personality quizzes today, and I am not sure how to take the results. Thus far, I have the mentality of a 35-year-old (not too far off there), I am a sneaker (I question this quiz because the highest number of shoes one would own is 30. 30!), and I am Elizabeth Bennett from Pride and Prejudice.
Onto what we actually did in class today...the feedback portion of the teacher and employee essays. Remember that the deadline for the official nomination is Friday, December 16. If you need some more editing, make sure to share with me and clarify why you are sharing with me.
First hour, for those that did not have a chance to show me their essays, you will need to do so either after school today or prior to class on Wednesday.
Third and seventh hours, for those that did not have a chance to show me their essays, you have three options: after school today, prior to school on Wednesday, or during the first 15 minutes of class time.
Third hour has inspired me to take personality quizzes today, and I am not sure how to take the results. Thus far, I have the mentality of a 35-year-old (not too far off there), I am a sneaker (I question this quiz because the highest number of shoes one would own is 30. 30!), and I am Elizabeth Bennett from Pride and Prejudice.
Onto what we actually did in class today...the feedback portion of the teacher and employee essays. Remember that the deadline for the official nomination is Friday, December 16. If you need some more editing, make sure to share with me and clarify why you are sharing with me.
First hour, for those that did not have a chance to show me their essays, you will need to do so either after school today or prior to class on Wednesday.
Third and seventh hours, for those that did not have a chance to show me their essays, you have three options: after school today, prior to school on Wednesday, or during the first 15 minutes of class time.
The Counterclaim & Rebuttal Arrive
Now that you have had the opportunity to write an argument regarding the teacher and employee of the year (remember, the deadline to turn in your essay is Friday), we will not focus on the elements of the argument that are not conducive to your previous essay: the counterclaim and the rebuttal.
The counterclaim is a second position for the given topic; it is logical, it has evidence, it is researchable, which means that you are not creating a straw man counterclaim.
The rebuttal is the reaffirmation of the original claim's position and how it is the stronger option in comparison the counterclaim. The rebuttal is not there to trash the counterclaim. When writing the rebuttal, you should include new evidence to help support your claim even more and leave your reader with a strong reminder of your argument's focus.
We practiced this on the board today by utilizing claim evidence (remember to group like evidence together so that you have plenty of examples for each paragraph), constructing warrants for 2 of the evidence groupings, exemplifying a counterclaim and choosing 3 examples of support, and writing a rebuttal statement that includes our last evidence grouping.
Pictures of first and third hour work...
After this practice of argumentation, we returned our gaze to Lucy. First, we discussed her sister Suellen's essay regarding the "hijacking" of grief by Ann Patchett. Then, we watched, or rather listened to, an interview of Lucy, which you may find here: https://www.youtube.com/watch?v=DpYgEYhAd1c&t=561s. Last, you worked in a group to brainstorm a list of claims regarding Lucy Grealy.
Back to solo time, you received your Lucy logs and the last essay assignment of the semester: the argument determining Who is the Real Lucy Grealy? If absent, you can stop by tomorrow for a hard copy, or you can e-mail and I will send you a digital one. As I am encouraging you to work ahead on this assignment, you are more than welcome to write the essay in advance of our Friday's class work day. The bare minimum required for Friday would be your claim, the list of your evidence, and the grouping of your evidence.
The counterclaim is a second position for the given topic; it is logical, it has evidence, it is researchable, which means that you are not creating a straw man counterclaim.
The rebuttal is the reaffirmation of the original claim's position and how it is the stronger option in comparison the counterclaim. The rebuttal is not there to trash the counterclaim. When writing the rebuttal, you should include new evidence to help support your claim even more and leave your reader with a strong reminder of your argument's focus.
We practiced this on the board today by utilizing claim evidence (remember to group like evidence together so that you have plenty of examples for each paragraph), constructing warrants for 2 of the evidence groupings, exemplifying a counterclaim and choosing 3 examples of support, and writing a rebuttal statement that includes our last evidence grouping.
Pictures of first and third hour work...
Back to solo time, you received your Lucy logs and the last essay assignment of the semester: the argument determining Who is the Real Lucy Grealy? If absent, you can stop by tomorrow for a hard copy, or you can e-mail and I will send you a digital one. As I am encouraging you to work ahead on this assignment, you are more than welcome to write the essay in advance of our Friday's class work day. The bare minimum required for Friday would be your claim, the list of your evidence, and the grouping of your evidence.
Monday, December 12, 2016
Teacher/Employee of the Year Argument
In all classes, we did a speedy review of argumentation, focusing on the claim, evidence, and warrant components.
A claim is one position (of many possible) that you will attempt to prove in an argument. A claim should be original (not obvious), engaging, specific (not vague), logical, debatable, and hypotactic. Words to avoid in a claim are "should" and "should not," which create a persuasive purpose instead of a logical argument.
Evidence comes from statistics, facts, historical documentation, expert research and opinion, and, if it fits and you have ethos, personal anecdote.
A warrant is the evaluation or connection of the claim and evidence. If you are looking at this mathematically, claim plus evidence equals warrant.
How does organizing a paper look with the aforementioned argumentative components?
When writing an introduction, you now have your claim instead of your thesis statement (it acts in the same manner to clarify the paper's main idea and purpose).
When writing each body paragraph, you now have a sub-claim acting in place of your topic sentence, which indicates the focus of this paragraph; you now have an evidence acting in place of supporting details; you now have a warrant acting in place of your concluding sentences.
As you may note, essay structure does not change with an argument.
Today and for tomorrow's class, you will be working on your argumentative essay on whom you would nominate for teacher or employee of the year. Since this is not a timed prompt, I would recommend keeping the writing to 3-4 paragraphs. I also recommend having one paragraph detail the nominee's work and impact to all people at the school and then one paragraph detailing how the nominee has impacted you specifically.
One draft will be required for this assignment. Before the end of class time tomorrow, you will show me your draft, and I will give you feedback. At this point, you have finished your requirements for the points.
However...if you intend to nominate this person officially, you will need to revise your work (I am here to help proof for you), fill out a nomination form, and turn this in by Friday, December 16, to Mr. Sutton's office.
If your essay is read during the announcement of the nominees, you will receive 25 extra credit points for next semester.
A claim is one position (of many possible) that you will attempt to prove in an argument. A claim should be original (not obvious), engaging, specific (not vague), logical, debatable, and hypotactic. Words to avoid in a claim are "should" and "should not," which create a persuasive purpose instead of a logical argument.
Evidence comes from statistics, facts, historical documentation, expert research and opinion, and, if it fits and you have ethos, personal anecdote.
A warrant is the evaluation or connection of the claim and evidence. If you are looking at this mathematically, claim plus evidence equals warrant.
How does organizing a paper look with the aforementioned argumentative components?
When writing an introduction, you now have your claim instead of your thesis statement (it acts in the same manner to clarify the paper's main idea and purpose).
When writing each body paragraph, you now have a sub-claim acting in place of your topic sentence, which indicates the focus of this paragraph; you now have an evidence acting in place of supporting details; you now have a warrant acting in place of your concluding sentences.
As you may note, essay structure does not change with an argument.
Today and for tomorrow's class, you will be working on your argumentative essay on whom you would nominate for teacher or employee of the year. Since this is not a timed prompt, I would recommend keeping the writing to 3-4 paragraphs. I also recommend having one paragraph detail the nominee's work and impact to all people at the school and then one paragraph detailing how the nominee has impacted you specifically.
One draft will be required for this assignment. Before the end of class time tomorrow, you will show me your draft, and I will give you feedback. At this point, you have finished your requirements for the points.
However...if you intend to nominate this person officially, you will need to revise your work (I am here to help proof for you), fill out a nomination form, and turn this in by Friday, December 16, to Mr. Sutton's office.
If your essay is read during the announcement of the nominees, you will receive 25 extra credit points for next semester.
Friday, December 9, 2016
So We Start the Argument
For all classes, your homework is to figure out whom you would like to nominate for teacher or employee of the year. You should jot down notes on how this person impacted the school as a whole and how he or she impacted your specifically. You will use this to construct an essay, which you may then officially submit.
1: After the tech survey, we reviewed the parts of an argument, emphasizing claim today. The claim is objective and states one position on the given topic. A claim is original (not obvious), engaging, specific, logical, debatable, and hypotactic. Monday's class will be the evidence and warrant portions.
3 & 7: After the tech survey, we completed MC Passage 5 - the last practice MC.
Off to spend my weekend with Lucy and Ann...
1: After the tech survey, we reviewed the parts of an argument, emphasizing claim today. The claim is objective and states one position on the given topic. A claim is original (not obvious), engaging, specific, logical, debatable, and hypotactic. Monday's class will be the evidence and warrant portions.
3 & 7: After the tech survey, we completed MC Passage 5 - the last practice MC.
Off to spend my weekend with Lucy and Ann...
Survey Link
Do our school district a favor and take this survey by the end of the day Friday: http://survey.fzsd.us
Wednesday, December 7, 2016
Discussion in the Dark Day!
Ah, my favorite day in AP Lang today: Discussion in the Dark, a chance to discuss the Lucy books with an emphasis of what is said versus what we look like. Concentrating upon our words, we could share out thoughts on Lucy, Ann, and their child-mother relationship. While we did verge into addiction, body image, and psychology, the focus of each hour was solely on the portrayal of Lucy and the various versions of our protagonist from first and third person.
Meanwhile, all classes finished "A Modest Proposal" by Jonathan Swift, which I have linked here: https://andromeda.rutgers.edu/~jlynch/Texts/modest.html. I chose this version as paragraph numbers are indicated on the left side of the pages. Do note that this version has footnotes.
For homework - due by 2:25 p.m. on Friday, you will need to create 10 Multiple Choice Questions for "A Modest Proposal." These questions will be shared or e-mailed. Make sure you have 5 choices, vary the degree of difficulty to incorporate factual, technical, analytical, and inferential questions, use paragraph numbers for references, and include an answer key.
1: You were the only class to finish our last practice MC passage. From this point forward, all the MC passages will count for grades.
Meanwhile, all classes finished "A Modest Proposal" by Jonathan Swift, which I have linked here: https://andromeda.rutgers.edu/~jlynch/Texts/modest.html. I chose this version as paragraph numbers are indicated on the left side of the pages. Do note that this version has footnotes.
For homework - due by 2:25 p.m. on Friday, you will need to create 10 Multiple Choice Questions for "A Modest Proposal." These questions will be shared or e-mailed. Make sure you have 5 choices, vary the degree of difficulty to incorporate factual, technical, analytical, and inferential questions, use paragraph numbers for references, and include an answer key.
1: You were the only class to finish our last practice MC passage. From this point forward, all the MC passages will count for grades.
Tuesday, December 6, 2016
Modestly Multiple Choice
Jeez, I don't want to give away everything with "A Modest Proposal" as all the classes are at different points of Swift's satirical essay. Such great fun!
Today was the deadline for the Lucy Logs and that box sure looks heavy! I will be perusing these over the next few days so that you may have those back for your eventual argumentative essay. More to come on that next week!
1: We spent the hour delving into Swift's satirical, hyperbolic solution to the hunger of Ireland. At our last moments, we found the real argument, the easy methods to solve the situation without resorting to babies! Tomorrow, we will finish the essay, you will find out about the related assignment, you will complete our last practice MC passage, and then, hopefully, our Lucy discussion.
3: We completed MC passage 4, starting with the questions this time and then utilizing class voting to practice process of elimination and accuracy of answers. In our last 15 minutes, you were transported to Ireland's poverty in the world of Swift, a world of hyperbolic means to solve the famine and death of the melancholy subjects of beggar mothers and children. We will finish that up tomorrow, then do many other items that our listed on the board. We are moving through that agenda!
7: Due to time constraints, we only made it through MC Passage 4 during class today. Satire for Wednesday.
Today was the deadline for the Lucy Logs and that box sure looks heavy! I will be perusing these over the next few days so that you may have those back for your eventual argumentative essay. More to come on that next week!
1: We spent the hour delving into Swift's satirical, hyperbolic solution to the hunger of Ireland. At our last moments, we found the real argument, the easy methods to solve the situation without resorting to babies! Tomorrow, we will finish the essay, you will find out about the related assignment, you will complete our last practice MC passage, and then, hopefully, our Lucy discussion.
3: We completed MC passage 4, starting with the questions this time and then utilizing class voting to practice process of elimination and accuracy of answers. In our last 15 minutes, you were transported to Ireland's poverty in the world of Swift, a world of hyperbolic means to solve the famine and death of the melancholy subjects of beggar mothers and children. We will finish that up tomorrow, then do many other items that our listed on the board. We are moving through that agenda!
7: Due to time constraints, we only made it through MC Passage 4 during class today. Satire for Wednesday.
Monday, December 5, 2016
Choices, Choices, Choices
Just a last reminder that the Lucy Logs deadline is tomorrow at 2:30 p.m. If you are at school at any point of the day, this assignment is due in hard copy format. The Lucy Logs were assigned on October 27.
1: We resumed class with MC Passage 3 and why the answers were correct. Then, we completed MC passage 4. Tomorrow will be about satire, our next mode of discourse.
3 & 7: First, we listened to samples of cafeteria descriptions, focusing on sensory details and the mood. Following this motif-filled writing, you completed MC Passage 3.
1: We resumed class with MC Passage 3 and why the answers were correct. Then, we completed MC passage 4. Tomorrow will be about satire, our next mode of discourse.
3 & 7: First, we listened to samples of cafeteria descriptions, focusing on sensory details and the mood. Following this motif-filled writing, you completed MC Passage 3.
Friday, December 2, 2016
The Description
1: We shared the majority of our cafeteria descriptions, which emphasized many a clever and graphic motif. Afterwards, you completed MC Passage 3. For homework, be able to explain why the answers for the passage are correct.
3 & 7: We finished analyzing why the answers were correct for MC Passage 2. Then, we read "Harvest Song" by Jean Toomer to identify the sensory details in the poem. Third hour wrote a description of the cafeteria and turned this in at the end of the hour. Hence, absentees will need to write an image-filled description for Monday. Seventh hour will either write the assignment either as a soloist or a duo.
3 & 7: We finished analyzing why the answers were correct for MC Passage 2. Then, we read "Harvest Song" by Jean Toomer to identify the sensory details in the poem. Third hour wrote a description of the cafeteria and turned this in at the end of the hour. Hence, absentees will need to write an image-filled description for Monday. Seventh hour will either write the assignment either as a soloist or a duo.
Wednesday, November 30, 2016
MC All Day
Six more days left for the Lucy logs. I will have a box on Friday for you to turn in your work. You do not have to wait until the final deadline to do so!
1: We resumed MC passage 1, identifying the types of questions and eliminating distracting and incorrect answers to find the final results. Then, we flipped the process by reading and identifying questions prior to the passage reading. After finishing that passage, we looked at descriptive writing, which centers on imagery, theme, and mood, and dissected "Harvest Song" by Jean Toomer for its usage of the senses. For homework, you may do this as an individual or with a partner: construct a description of the school cafeteria utilizing imagery, figurative language, and diction to sculpt its world for one who has never entered its walls.
3 & 7: The Queens and Earls met to discuss their rhetorical strategies and then your chart was collected. Then, we began our MC journey by talking about the test as a whole, looking at the four types of questions on the exam, and reviewing test-taking strategies that can help speed up time and improve accuracy. With passage 1, we close read the text first. With your multiple choice text, treat it as you would a rhetorical analysis passage. Then, you completed the MC passage, and we identified the question types. With our next passage 2, we flipped the process by reading and identifying the questions prior to close reading the passage. (Perfect score from NB in third hour!). When we resume on Friday, we will finish the explanation of answers in passage 2.
Tuesday, November 29, 2016
The Multiple Choice World
One week left to complete your Lucy readings and logs. Previous blogs have more detailed reminders.
1: We started off by sharing our Queen and Earl rhetorical analyses. Then, we jumped into multiple choice passages, which we will be completing throughout the remainder of the course. After going over general strategies, we discussed the importance of close reading a passage just as you would a rhetorical analysis passage. While this may seem to eat away at the time, it actually helps you save time when completing the question portion. For homework, time yourself - be honest this is a practice activity and your first AP-style passage - 12 minutes and complete the MC. We will go over the answers and other items tomorrow.
3 & 7:We watched/listened to/annotated the transcripts for Queen Elizabeth II's statement on Princess Diana's sudden death and Earl Spencer's eulogy for his late sister.
Transcript links: http://www.famous-speeches-and-speech-topics.info/famous-speeches-by-women/queen-elizabeth-ii-speech.htm
http://www.nytimes.com/1997/09/07/world/brother-s-eulogy-for-diana-the-very-essence-of-compassion.html
Video links: https://www.youtube.com/watch?v=4Xc8ta-AtEM&t=255s
https://www.youtube.com/watch?v=7VUy-wBwBvw
You were then assigned one of the speeches, in which you will analyze the syntax, diction, tone, pathos, logos, and ethos for the given speech.
Absentees, you can still do this at home! Create a chart on notebook paper. Column one will be rhetorical strategies, column two will be text evidence from the transcript, and column three will be analysis of the strategy. Do six rows - one for syntax, one for diction, one for tone, one for pathos, one for logos, and one for ethos. Izzy, you will be responsible for Earl Spencer's speech; Morgan, you will be responsible for Elizabeth II"s speech; Charlie R. you will be responsible for Earl Spencer's speech. In seventh hour, Crews, you will be responsible for Elizabeth II's speech.
1: We started off by sharing our Queen and Earl rhetorical analyses. Then, we jumped into multiple choice passages, which we will be completing throughout the remainder of the course. After going over general strategies, we discussed the importance of close reading a passage just as you would a rhetorical analysis passage. While this may seem to eat away at the time, it actually helps you save time when completing the question portion. For homework, time yourself - be honest this is a practice activity and your first AP-style passage - 12 minutes and complete the MC. We will go over the answers and other items tomorrow.
3 & 7:We watched/listened to/annotated the transcripts for Queen Elizabeth II's statement on Princess Diana's sudden death and Earl Spencer's eulogy for his late sister.
Transcript links: http://www.famous-speeches-and-speech-topics.info/famous-speeches-by-women/queen-elizabeth-ii-speech.htm
http://www.nytimes.com/1997/09/07/world/brother-s-eulogy-for-diana-the-very-essence-of-compassion.html
Video links: https://www.youtube.com/watch?v=4Xc8ta-AtEM&t=255s
https://www.youtube.com/watch?v=7VUy-wBwBvw
You were then assigned one of the speeches, in which you will analyze the syntax, diction, tone, pathos, logos, and ethos for the given speech.
Absentees, you can still do this at home! Create a chart on notebook paper. Column one will be rhetorical strategies, column two will be text evidence from the transcript, and column three will be analysis of the strategy. Do six rows - one for syntax, one for diction, one for tone, one for pathos, one for logos, and one for ethos. Izzy, you will be responsible for Earl Spencer's speech; Morgan, you will be responsible for Elizabeth II"s speech; Charlie R. you will be responsible for Earl Spencer's speech. In seventh hour, Crews, you will be responsible for Elizabeth II's speech.
Monday, November 28, 2016
The End of Rhetorical Analysis
As a reminder, the final deadline for the Lucy logs has been extended to Tuesday, December 6, at 2:30 p.m. Specific reminders are in a previous blog.
1: We watched/listened to/annotated the transcripts for Queen Elizabeth II's statement on Princess Diana's sudden death and Earl Spencer's eulogy for his late sister.
Transcript links: http://www.famous-speeches-and-speech-topics.info/famous-speeches-by-women/queen-elizabeth-ii-speech.htm
http://www.nytimes.com/1997/09/07/world/brother-s-eulogy-for-diana-the-very-essence-of-compassion.html
Video links: https://www.youtube.com/watch?v=4Xc8ta-AtEM&t=255s
https://www.youtube.com/watch?v=7VUy-wBwBvw
You were then assigned one of the speeches, in which you will analyze the syntax, diction, tone, pathos, logos, and ethos for the given speech. Write down evidence from the text and then analyze its purpose. Matt, you will need to complete the analysis of those 6 elements for the Earl Spencer speech.
3 & 7: You shared your Democratic Debate fallacies with the class. That's all time permitted for us to do. Tomorrow, we will finish rhetorical analysis and start MC strategies.
1: We watched/listened to/annotated the transcripts for Queen Elizabeth II's statement on Princess Diana's sudden death and Earl Spencer's eulogy for his late sister.
Transcript links: http://www.famous-speeches-and-speech-topics.info/famous-speeches-by-women/queen-elizabeth-ii-speech.htm
http://www.nytimes.com/1997/09/07/world/brother-s-eulogy-for-diana-the-very-essence-of-compassion.html
Video links: https://www.youtube.com/watch?v=4Xc8ta-AtEM&t=255s
https://www.youtube.com/watch?v=7VUy-wBwBvw
You were then assigned one of the speeches, in which you will analyze the syntax, diction, tone, pathos, logos, and ethos for the given speech. Write down evidence from the text and then analyze its purpose. Matt, you will need to complete the analysis of those 6 elements for the Earl Spencer speech.
3 & 7: You shared your Democratic Debate fallacies with the class. That's all time permitted for us to do. Tomorrow, we will finish rhetorical analysis and start MC strategies.
Sunday, November 27, 2016
New Deadline
Since we are a week behind schedule, or at least a week behind the schedule I would like us to be on, you will have a slight extension on your Lucy logs. The new deadline is Tuesday, December 6, at 2:30 p.m. You may turn these in as soon as you finish the assignment this week or early next week.
As with your previous writing prompts, if you are in school at any point on that day, the logs are still due in hard copy format. If absent, you are expected to turn in the assignment via hard copy before your next class session begins.
This is not a reward for those who have been procrastinating this assignment for four plus weeks.
You are still being graded on completion of the assignment and quality of logs on a 1-9 scale. These logs will be used for your first full argument essay in December and for future work in January when you no longer have the texts with you. Hence, your notes will be the evidence you need for successful completion of future assignments.
And, next week will be my favorite AP Lang day of the year: the Lucy discussion day! I hope you have a lot to say about Lucy, Ann, and all the themes of beauty, truth, pain, self-esteem, addiction, and friendship that these authors have introduced.
As with your previous writing prompts, if you are in school at any point on that day, the logs are still due in hard copy format. If absent, you are expected to turn in the assignment via hard copy before your next class session begins.
This is not a reward for those who have been procrastinating this assignment for four plus weeks.
You are still being graded on completion of the assignment and quality of logs on a 1-9 scale. These logs will be used for your first full argument essay in December and for future work in January when you no longer have the texts with you. Hence, your notes will be the evidence you need for successful completion of future assignments.
And, next week will be my favorite AP Lang day of the year: the Lucy discussion day! I hope you have a lot to say about Lucy, Ann, and all the themes of beauty, truth, pain, self-esteem, addiction, and friendship that these authors have introduced.
Tuesday, November 22, 2016
Happy Thanksgiving!
This blog contains an extra credit opportunity for those of you interested in earning some points while showcasing your knowledge of fallacies.
I have shared with each of you the Republican debate from last year. As with the Democratic debate in class, you may go through and identify a MAXIMUM OF 10 fallacies and explain why it is such in comment boxes. Once again, each student is allowed only 10 fallacies for identification. Since this is a shared document, you need to leave other opportunities for your classmates.
Any extra credit work must be concluded by 11:59 p.m. on Sunday, November 27. Any posts with a later time will not be given credit. If for some reason you do not have the text in your school e-mail, you must contact me before the given deadline. I will be checking my e-mail -- but not every day during break.
Those Debate Fallacies
You have a week and a half to finish your two Lucy memoirs and complete the log. You were assigned this work on October 27, so at this point you should be well on your way to finishing your second book. For any of you considering not completing the activity, the log - and its specificity and thoroughness - will be worth a significant grade. You will be rewarded for reading and responding to every chapter of the texts.
1: We discussed the fallacies present in the Democratic debate transcript and noted several fallacies that all of the candidates used throughout their speeches.
3: I shared with all of you the Democratic debate transcript. You were then assigned a specific section to identify all of the fallacies present. You will create a comment box for each fallacy and explain how this reflects that type of fallacy. Natasha, you have pages 70-73.
7: We began class by creating slippery slope fallacies and sharing these via dramatic readings. Then, we finished up the last fallacies on the power point. Last, you were assigned a section of the Democratic debate, which was shared to all of you. For your given section, you are to create a comment box for each fallacy and then explain why it is one. This will be due at the beginning of the hour on Monday. Absentees, you will need to identify the fallacies on pages 70-73.
1: We discussed the fallacies present in the Democratic debate transcript and noted several fallacies that all of the candidates used throughout their speeches.
3: I shared with all of you the Democratic debate transcript. You were then assigned a specific section to identify all of the fallacies present. You will create a comment box for each fallacy and explain how this reflects that type of fallacy. Natasha, you have pages 70-73.
7: We began class by creating slippery slope fallacies and sharing these via dramatic readings. Then, we finished up the last fallacies on the power point. Last, you were assigned a section of the Democratic debate, which was shared to all of you. For your given section, you are to create a comment box for each fallacy and then explain why it is one. This will be due at the beginning of the hour on Monday. Absentees, you will need to identify the fallacies on pages 70-73.
Monday, November 21, 2016
Back to Fallacy
In all classes, you received your Bird Prompt back and added notes to your portfolio regarding areas of improvement. In other news, I mentioned earlier that the next timed rhetorical analysis prompt would be a surprise some time this month. Alas, we are running out of time and need to do MC and argumentation before the semester ends. Thus, the timed prompt will be the passage on your final. So, you have to still complete it.
1: In groups, you received a specific 15 pages of the Democratic Debate from last year. Using our shared document, make comments when you see a fallacy, indicating the type and explaining why it is such. Finish this up for tomorrow' class when we will take a glance over your classmates' fallacious identification.
3: After a brief wrapping up of our presentation discussions, we crafted slippery slope fallacies together. If absent, this is just a fun activity so no make-up is needed. Then, we finished reviewing all the fallacies from your packet. Tomorrow will be about identifying these fallacies.
7: We created a hybrid discussion of autism and Malala in order to expedite our work today. Afterwards, we looked at slippery slope videos from Direct TV. Tomorrow, you will be constructing your own slippery slope, so start thinking of a view ideas that could be used for entertainment value.
Sunday, November 20, 2016
It Just Happened
Not to get all the AP Langers in a frenzy on this Sunday night, but I just read the first 9 essay of the year. :)
Friday, November 18, 2016
Presentation Finale
Did you realize that you have had the Lucy Log assignment for 3 weeks now and have only 2 weeks left until the deadline? I have heard rumors that several students have procrastinated their way into reading 2 full texts in 2 weeks, so be aware that you are being evaluated on the quality of notes as well as completion of the assignment.
1: Saving the best for last - in presentation and discussion - we were treated to an in-depth look at autistic education. On Monday, we will be back to fallacies and introducing multiple choice strategies.
3: We completed our fourth discussion on Malala and the lack of education for 65 million girls across the world. We were then treated to a special report - with sponsors - on Boko Haram and their terrorist intentions across Nigeria. We only made it halfway through the discussion, so we will finish this on Monday. Then, we will return to fallacies.
7: Hmm...our class is ten minutes less and half of our class will be needed for assembly performances. Here is what I am hoping as of 12:57 p.m., we have our fifth presentation and we then spend the remainder of the time discussing our issue. Next week will be whatever is left over: discussions, fallacies, multiple choice. Endless possibilities! And don't worry -- we are not that far behind - in general.
1: Saving the best for last - in presentation and discussion - we were treated to an in-depth look at autistic education. On Monday, we will be back to fallacies and introducing multiple choice strategies.
3: We completed our fourth discussion on Malala and the lack of education for 65 million girls across the world. We were then treated to a special report - with sponsors - on Boko Haram and their terrorist intentions across Nigeria. We only made it halfway through the discussion, so we will finish this on Monday. Then, we will return to fallacies.
7: Hmm...our class is ten minutes less and half of our class will be needed for assembly performances. Here is what I am hoping as of 12:57 p.m., we have our fifth presentation and we then spend the remainder of the time discussing our issue. Next week will be whatever is left over: discussions, fallacies, multiple choice. Endless possibilities! And don't worry -- we are not that far behind - in general.
Wednesday, November 16, 2016
At Least I Didn't Have to Leave the Room
1: Two more presentations completed today: Syrian Refugee and Malala, the representative of educational equality. We then crafted slippery slope fallacies and finished the review of fallacy types. Last presentation Friday.
3: After our discussion of autistic education, we moved into Syrian Refugees, which featured a historian, a presidential candidate, and a humanitarian. From the beginning of the presentation, our stars did not break character, reflecting logos, ethos, and pathos at appropriate times. (Even more impressive was the lack of notes or any aids to remember the information.) After our panel led the discussion, we ended class with the Malala and Girls' Education presentation, which resulted in all but the guys and me exiting the room to indicate the large amount of girls not allowed to enter the educational realm. We will briefly discuss this topic on Friday and have our last presentation.
7: Wowsa! Our presentations today were pathos, ethos, logos-filled spectacles of information, empathy, and conversation. Our Syrian Refugee presentation featured a skit in which our actors used actual dialogue from peers, teachers, and refugees to show the uneducated, empathetic, and first person perspectives surrounding this issue. (And, you knew your stuff - maps, facts, videos.) Our Autistic Education presentation started off with the adults, the representatives of the ethos-filled teachers and experts, and the three triplets, the very bright yet uneducated members of our society wanting to know more about why a classmate is different. As our three triplets morphed into teenagers, we were given direction on what we can do, how we can be empathetic to those diagnosed on the spectrum. Bravo!
As you may be aware, we have an assembly schedule during sixth and seventh hours on Friday. This will wreak some havoc on our class plans. After discussing this with the band (a lot of our class), we will start off Friday's class with our fifth class presentation. This way you will all be able to hear about Malala and girls' education across the world. Afterwards, we will have our discussion on autism with any students needing to leave early going first.
3: After our discussion of autistic education, we moved into Syrian Refugees, which featured a historian, a presidential candidate, and a humanitarian. From the beginning of the presentation, our stars did not break character, reflecting logos, ethos, and pathos at appropriate times. (Even more impressive was the lack of notes or any aids to remember the information.) After our panel led the discussion, we ended class with the Malala and Girls' Education presentation, which resulted in all but the guys and me exiting the room to indicate the large amount of girls not allowed to enter the educational realm. We will briefly discuss this topic on Friday and have our last presentation.
7: Wowsa! Our presentations today were pathos, ethos, logos-filled spectacles of information, empathy, and conversation. Our Syrian Refugee presentation featured a skit in which our actors used actual dialogue from peers, teachers, and refugees to show the uneducated, empathetic, and first person perspectives surrounding this issue. (And, you knew your stuff - maps, facts, videos.) Our Autistic Education presentation started off with the adults, the representatives of the ethos-filled teachers and experts, and the three triplets, the very bright yet uneducated members of our society wanting to know more about why a classmate is different. As our three triplets morphed into teenagers, we were given direction on what we can do, how we can be empathetic to those diagnosed on the spectrum. Bravo!
As you may be aware, we have an assembly schedule during sixth and seventh hours on Friday. This will wreak some havoc on our class plans. After discussing this with the band (a lot of our class), we will start off Friday's class with our fifth class presentation. This way you will all be able to hear about Malala and girls' education across the world. Afterwards, we will have our discussion on autism with any students needing to leave early going first.
Tuesday, November 15, 2016
Starfish
1: Continuing with our presentations today, we now have more ethos on the starfish wasting disease, which was evidenced by photograph, video, and a skit featuring a stuffed starfish and Global Warming as a character. For the ending of our hour, we watched slippery slope videos to inspire your own slippery slope creations later this week.
3: Creativity and ethos abounded in our persuasive appeals presentation. Our Starfish group featured surveys taken by the scientific community, a skit with a marine biologist indicating parts of a starfish, and photographs and videos showing the disease and its devastation. Kudos to the group for handling an intense, specific q & a afterwards. Our Autistic Education group featured a diamond-like configuration for the skit, showing how parent, teacher, student, and school board have different perspectives that often "back" into one another. This group also had clear demographics in their survey, which helped expose the lack of ethos from all parties in education.
Tomorrow, we will have our discussion of autistic education followed by two more presentations. If time permits, we will be back to fallacies.
7: As with first and third hours, we were treated to the starfish group's presentation, which featured a rhyming poem showing the impact of the starfish and its family.
3: Creativity and ethos abounded in our persuasive appeals presentation. Our Starfish group featured surveys taken by the scientific community, a skit with a marine biologist indicating parts of a starfish, and photographs and videos showing the disease and its devastation. Kudos to the group for handling an intense, specific q & a afterwards. Our Autistic Education group featured a diamond-like configuration for the skit, showing how parent, teacher, student, and school board have different perspectives that often "back" into one another. This group also had clear demographics in their survey, which helped expose the lack of ethos from all parties in education.
Tomorrow, we will have our discussion of autistic education followed by two more presentations. If time permits, we will be back to fallacies.
7: As with first and third hours, we were treated to the starfish group's presentation, which featured a rhyming poem showing the impact of the starfish and its family.
Monday, November 14, 2016
Presentations & Fallacies
1: After our Boko Haram presentation and discussion, we reviewed a few fallacies: Straw Man, False Authority, Equivocation/Half-Truths, Either Or, Appeal to Pity or Sentimental Appeal, Scare Tactics or Fear Mongering, and Oversimplification. We will continue with presentations and fallacies tomorrow.
3: Today's class centered around fallacies. We touched on the above ones mentioned under first hour's recap and slippery slope, which is best exemplified by Direct TV commercials. We will have 2 presentations tomorrow and a dual discussion on the topics.
7: Our entire class focused on the Boko Haram presentation and discussion. We will have our second presentation tomorrow and, maybe, get to know fallacies better.
3: Today's class centered around fallacies. We touched on the above ones mentioned under first hour's recap and slippery slope, which is best exemplified by Direct TV commercials. We will have 2 presentations tomorrow and a dual discussion on the topics.
7: Our entire class focused on the Boko Haram presentation and discussion. We will have our second presentation tomorrow and, maybe, get to know fallacies better.
Friday, November 11, 2016
Last Day of Class Prep
Next week begins our rhetorical appeals presentations! Hence, today was our last day of prep work. Make sure that you fulfill your duties to the team and read through the fallacy packet for Monday!
Thursday, November 10, 2016
Prep Continues
Today's classes focused mainly on presentation preparations.
*You also received a fallacy packet today, which you will need to read for Monday's class. Remember, you do not have to memorize the packet, but having a working knowledge of the fallacies. I recommend annotating or highlighting definitions and anything you would like to recall for next week.
*You also received a fallacy packet today, which you will need to read for Monday's class. Remember, you do not have to memorize the packet, but having a working knowledge of the fallacies. I recommend annotating or highlighting definitions and anything you would like to recall for next week.
Wednesday, November 9, 2016
Presentation Work Day
The full hour was dedicated to prep work for your group rhetorical appeals presentation. Tomorrow will be partially group time and partially fallacy time. Plus, seventh hour has a vocab quiz to take.
Monday, November 7, 2016
Pathos, Pathos, Pathos
1: We looked at advertisements and a video to discuss pathos, audience, and the techniques utilized to create feeling and reaction from words and visualizations. Here is the link for the video if you would like to watch it again: http://www.today.com/video/jay-leno-takes-an-american-hero-for-the-ride-of-a-lifetime-798135875776. For our ending moments, you were assigned the group rhetorical strategy presentation, which will require logos, ethos, and pathos. On Wednesday, groups will sign up for day of presentation, which will run each class period next week (including 2 on the block day). In the meanwhile, you should be doing something over the next couple days to prepare for the presentation.
3: You completed the vocab quiz for unit 16. We then gathered on the floor to look at pathos in advertising, relying on a few old Nike ads and how they sold an idea of female empowerment instead of just shoes. For our ending moments, you were assigned the group rhetorical strategy presentation, which will require logos, ethos, and pathos. On Wednesday, groups will sign up for day of presentation, which will run each class period next week (including 2 on the block day). In the meanwhile, you should be doing something over the next couple days to prepare for the presentation.
7: We expedited the vocabulary review so that we could cram all the pathos we need into the remaining of the class: a photograph and its emotional reactions without a caption and with a caption; advertisements eliciting humor, melancholy, empathy, and a slew of emotions; a video creating more than one feeling using music, interview, images, and other techniques. The link for the video is above in the first hour recap. For our ending moments, you were assigned the group rhetorical strategy presentation, which will require logos, ethos, and pathos. On Wednesday, groups will sign up for day of presentation, which will run each class period next week (including 2 on the block day). In the meanwhile, you should be doing something over the next couple days to prepare for the presentation.
3: You completed the vocab quiz for unit 16. We then gathered on the floor to look at pathos in advertising, relying on a few old Nike ads and how they sold an idea of female empowerment instead of just shoes. For our ending moments, you were assigned the group rhetorical strategy presentation, which will require logos, ethos, and pathos. On Wednesday, groups will sign up for day of presentation, which will run each class period next week (including 2 on the block day). In the meanwhile, you should be doing something over the next couple days to prepare for the presentation.
7: We expedited the vocabulary review so that we could cram all the pathos we need into the remaining of the class: a photograph and its emotional reactions without a caption and with a caption; advertisements eliciting humor, melancholy, empathy, and a slew of emotions; a video creating more than one feeling using music, interview, images, and other techniques. The link for the video is above in the first hour recap. For our ending moments, you were assigned the group rhetorical strategy presentation, which will require logos, ethos, and pathos. On Wednesday, groups will sign up for day of presentation, which will run each class period next week (including 2 on the block day). In the meanwhile, you should be doing something over the next couple days to prepare for the presentation.
Friday, November 4, 2016
Building to Pathos
First and third hours had a deadline of 3:45 p.m. for their bird prompts today.
1: We finished up our team close read, constructing an introduction and conclusion for the Wuthering Heights prompt. If absent, you will need to turn in your body paragraph to receive completion credit. At the end of the hour, we looked at the following picture, identifying the content of the photograph and the feelings of the audience. http://www.snopes.com/photos/people/graphics/kevincarter.jpg. After our initial reactions, I read the caption regarding the photographer, which changes the pathos to anger, disappointment, and a slew of other reactions that change our focus from the impoverished, dying child to the photographer. Hence, words create power and impact the audience's focus and what they will feel, believe, and do.
We will continue with more pathos on Monday, and you will learn more about the group presentation.
3: After a vocabulary review for Monday's quiz, we spent the day on pathos. We looked at the following picture, identifying the content of the photograph and the feelings of the audience. http://www.snopes.com/photos/people/graphics/kevincarter.jpg. After our initial reactions, I read the caption regarding the photographer, which changes the pathos to anger, disappointment, and a slew of other reactions that change our focus from the impoverished, dying child to the photographer. Hence, words create power and impact the audience's focus and what they will feel, believe, and do. Then, we looked at advertisements and how a picture and a few carefully selected words create humor, sadness, empathy, or guilt. Last, we watched the following video featuring Jay Leno and a soldier, a perfect example of how varying pathos may be used to impact the audience. http://www.today.com/video/jay-leno-takes-an-american-hero-for-the-ride-of-a-lifetime-798135875776. Note how pathos is used via music, interviews, point of view, and other strategies throughout the video.
After Monday's quiz, you will have your official group presentation assignment.
7: First, we continued with vocabulary experts. Then, you finished up the team close read, constructing an introduction and conclusion. If absent, you will need to turn in your body paragraph to receive credit for the assignment.
1: We finished up our team close read, constructing an introduction and conclusion for the Wuthering Heights prompt. If absent, you will need to turn in your body paragraph to receive completion credit. At the end of the hour, we looked at the following picture, identifying the content of the photograph and the feelings of the audience. http://www.snopes.com/photos/people/graphics/kevincarter.jpg. After our initial reactions, I read the caption regarding the photographer, which changes the pathos to anger, disappointment, and a slew of other reactions that change our focus from the impoverished, dying child to the photographer. Hence, words create power and impact the audience's focus and what they will feel, believe, and do.
We will continue with more pathos on Monday, and you will learn more about the group presentation.
3: After a vocabulary review for Monday's quiz, we spent the day on pathos. We looked at the following picture, identifying the content of the photograph and the feelings of the audience. http://www.snopes.com/photos/people/graphics/kevincarter.jpg. After our initial reactions, I read the caption regarding the photographer, which changes the pathos to anger, disappointment, and a slew of other reactions that change our focus from the impoverished, dying child to the photographer. Hence, words create power and impact the audience's focus and what they will feel, believe, and do. Then, we looked at advertisements and how a picture and a few carefully selected words create humor, sadness, empathy, or guilt. Last, we watched the following video featuring Jay Leno and a soldier, a perfect example of how varying pathos may be used to impact the audience. http://www.today.com/video/jay-leno-takes-an-american-hero-for-the-ride-of-a-lifetime-798135875776. Note how pathos is used via music, interviews, point of view, and other strategies throughout the video.
After Monday's quiz, you will have your official group presentation assignment.
7: First, we continued with vocabulary experts. Then, you finished up the team close read, constructing an introduction and conclusion. If absent, you will need to turn in your body paragraph to receive credit for the assignment.
Wednesday, November 2, 2016
Heathcliff
Wow to first and seventh hour with their original, thorough team close reads of Mr. Heathcliff and Wuthering Heights! Throughout each section, you constructed characterization via dialogue, personification, enumeration, and the first person perspective of Mr. Lockwood, the nosy tenant wanting the scoop on his mysterious, black-eyed landlord. Ah, Heathcliff. Perfect excuse to plant a picture of Ralph Fiennes as Heathcliff.
Hey, AP Langers, you are a week into the Lucy assignment, which means if you are reading and logging a chapter a day, you are nearing your seventh chapter. If you have not checked out a book, you should do so immediately.
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As for the Bird prompt, due dates differ according to your class. However, the rule are still the same: handwritten or typed in hard copy by the deadline. If you are in school at any point on that day, the essay is still due in hard copy by that time. If you are absent for the entirety of the day, you will e-mail/share/photograph your completed work and then bring in a hard copy for me the next day.
1: We started with Vocab Quiz 16, our last vocab unit for a couple of weeks as we wrap up rhetorical analysis and move into multiple choice. After going over punctuation and citation reminders, you received your Keats prompt. As mentioned in class, the majority of you have improved with analysis, but you still need to pay attention to the details so that you have no mechanical distractions in your writing. Next, you received the Bird prompt, your next 48 hour take-home prompt. Your deadline for this assignment is Friday, November 4, at 3:45 p.m.
After all the above, we then did the team close read on The Wuthering Heights passage. Wowsa! For Friday, complete your individual body paragraph analyzing a strategy. We will finish the team essay that day and move into the persuasive appeals.
3: After finishing our last vocab words, we completed our analysis of the Skylark and the Nightingale, noting the tone, diction, and other devices selected by the authors. Following the poetry work, I reminded you on how you need to use punctuation and citations correctly in your essays to avoid distractions. Remember, you want your content to be center stage and not your mechanical errors. With you next take home prompt, pay attention to your details and make sure you do not have any distractions that could downgrade your final score. The Bird prompt was assigned today with a deadline of Friday, November 4, at 3:45 p.m.
7: Fortunately, our dual drills did not take too much of our class time today. After four more vocabulary words, we spent the rest of the hour on our team close read of Wuthering Heights. As mentioned above, you rose to the challenge of connecting the characterization of setting and Mr. Heathcliff via Mr. Lockwood's first person narration. For Friday, make sure to complete your individual body paragraph for the prompt. If absent, you will need tow rite a thesis statement and then choose one strategy to focus upon in a body paragraph.
Your deadline for the Bird prompt is tomorrow, Thursday, November 2, at 3:45 p.m.
Tuesday, November 1, 2016
November Begins
Make sure that you are not falling behind in your Lucy books. Check out a memoir before or after school and start working on your log.
1: We started with our vocab review of Unit 16. Some of you were passing more than normal, so make sure you study your words this evening. We shared our analysis of "Ode to a Nightingale" and how it compares and contrasts with our other Romantic bird, the skylark. At the end of the hour, we began our prompt tips, which will continue forward into tomorrow. Then, comes your Keats prompt, your new Bird prompt, a team close read, and more.
3: We found vocab experts again! We are not 12 words into the cycle, which means we will finish that unit tomorrow. For the remainder of the class, we worked our way through "To a Skylark," which we will conclude tomorrow with our last 2 partnerships. "Ode to a Nightingale" will follow.
7: We added four more vocabulary words, discussed ways to improve our prompt writing, added the Keats prompt to our portfolios, received our new Bird prompt, a take home prompt that will have the same parameters as before: typed or handwritten, two days time for completion, due by 3:45 p.m. on Thursday. Remember, if you are here at any time on Thursday, the hard copy is still due. If you are absent the entire day, you will e-mail/share/photograph a copy of the essay and then turn in a hard copy the next day. We may start the team close read today? In any circumstance, we will be working on it tomorrow as well.
1: We started with our vocab review of Unit 16. Some of you were passing more than normal, so make sure you study your words this evening. We shared our analysis of "Ode to a Nightingale" and how it compares and contrasts with our other Romantic bird, the skylark. At the end of the hour, we began our prompt tips, which will continue forward into tomorrow. Then, comes your Keats prompt, your new Bird prompt, a team close read, and more.
3: We found vocab experts again! We are not 12 words into the cycle, which means we will finish that unit tomorrow. For the remainder of the class, we worked our way through "To a Skylark," which we will conclude tomorrow with our last 2 partnerships. "Ode to a Nightingale" will follow.
7: We added four more vocabulary words, discussed ways to improve our prompt writing, added the Keats prompt to our portfolios, received our new Bird prompt, a take home prompt that will have the same parameters as before: typed or handwritten, two days time for completion, due by 3:45 p.m. on Thursday. Remember, if you are here at any time on Thursday, the hard copy is still due. If you are absent the entire day, you will e-mail/share/photograph a copy of the essay and then turn in a hard copy the next day. We may start the team close read today? In any circumstance, we will be working on it tomorrow as well.
Monday, October 31, 2016
Halloween
Hello, my children of the night. In exciting news, we are almost finished with rhetorical analysis. Do not despair: rhetorical analysis does not go away for good; it will be there in every unit as we move forward.
1: We finished partner/small group analysis of "To a Skylark," noting tones, diction, symbols, similes, and whatever else we found. We then finished our last three words of unit 16, a hodgepodge of words that do not have much overlapping thematic content. Last, you worked with a partner to analyze one stanza in "Ode to a Nightingale," which you will share tomorrow.
3: We finished up our team close read, composing the introduction and conclusion for each team essay. We shared our work, which has improved in active, specific verb usage. Alas, we ran out of time to vocab -- make sure you look over the words before we add the next set tomorrow. "To a Skylark" and "Ode to a Nightingale" tomorrow too.
7: We started vocab unit 16, analyzed "Ode to a Nightingale," and watched me fall out of a chair and bruise my knee! Tomorrow will be the return of the Keats prompt -- your average was over a 6 :)
1: We finished partner/small group analysis of "To a Skylark," noting tones, diction, symbols, similes, and whatever else we found. We then finished our last three words of unit 16, a hodgepodge of words that do not have much overlapping thematic content. Last, you worked with a partner to analyze one stanza in "Ode to a Nightingale," which you will share tomorrow.
3: We finished up our team close read, composing the introduction and conclusion for each team essay. We shared our work, which has improved in active, specific verb usage. Alas, we ran out of time to vocab -- make sure you look over the words before we add the next set tomorrow. "To a Skylark" and "Ode to a Nightingale" tomorrow too.
7: We started vocab unit 16, analyzed "Ode to a Nightingale," and watched me fall out of a chair and bruise my knee! Tomorrow will be the return of the Keats prompt -- your average was over a 6 :)
Thursday, October 27, 2016
Richard, Miniver, Lucy, Heathcliff, Skylark
What a combination of characters listed in this post's title! Next week, you will receive your Keats prompt back, and you will receive a new take home prompt dealing with tone. Sort of a trade? All classes were assigned your Lucy work, which will take place over the next 5 weeks. E-mail for the assignment.
1:
3:
7:
1:
- Vocab Experts -- We are now 12 words into this unit's cycle.
- Richard Cory & Miniver Cheevy tone maps - Working with a partner, you shared your tone map and analysis. Then, you worked together to compare and contrast poems written by the same poet. This assignment was collected.
- The Lucy Assignment - For the next 5 weeks, you will be reading Autobiography of a Face & Truth and Beauty. During the reading process, you will maintain a log to record purpose, characterization, tone, and anything else that needs to be noted for future writing assignments. Remember, you will check out one book at a time, so make sure that you are keeping up with your readings and not procrastinating your way into last minute work.
- "To a Skylark" - We only made it through 2 stanzas and will resume analysis on Monday.
3:
- The Lucy Assignment - For the next 5 weeks, you will be reading Autobiography of a Face & Truth and Beauty. During the reading process, you will maintain a log to record purpose, characterization, tone, and anything else that needs to be noted for future writing assignments. Remember, you will check out one book at a time, so make sure that you are keeping up with your readings and not procrastinating your way into last minute work.
- Team Close Read - Excellent idea to do a team close read today! (Our observer was quite impressed with what you recognize in a text and how you communicate that to the class!) after our team close read, you constructed a team thesis statement with your group. Then, for homework, you each will write one body paragraph for the team. If absent, e-mail for a copy of the prompt. You will need to construct your own thesis statement and write one body paragraph.
- We will finish the team close read on Monday, and then resume our tone work with "To a Skylark" and "Ode to a Nightingale."
7:
- "To a Skylark" - We finished analyzing tone, devices, and content of the poem.
- The Lucy Assignment - For the next 5 weeks, you will be reading Autobiography of a Face & Truth and Beauty. During the reading process, you will maintain a log to record purpose, characterization, tone, and anything else that needs to be noted for future writing assignments. Remember, you will check out one book at a time, so make sure that you are keeping up with your readings and not procrastinating your way into last minute work.
- Vocab Unit 16 - We copied down the next unit of vocab, which will begin on Monday.
- Started "Ode to a Nightingale"? Wishful thinking with only 50 minutes and late day announcements?
Wednesday, October 26, 2016
Ear & Birds
I know this will disappoint some of you, but after unit 16 vocab, we will take a brief moratorium on vocabulary while we finish up rhetorical analysis and transition into multiple choice and modes of discourse. Don't worry -- we will be back to vocab soon thereafter.
And, in another preview, tomorrow I will be assigned our Lucy books, the two full texts that we read in AP Lang. You will have 5 weeks to work on this assignment, and I hope you enjoy -- or at least have some sort of emotional reaction -- to reading about our protagonist.
1: We commenced with vocab experts, adding four more words to our list today. Then, you had a work day to complete the following items for tomorrow: the tone map for either Richard Cory or Miniver Cheevy (this includes a paragraph analysis on the back of your map) and the reading for content of "To a Skylark" and "Ode to a Nightingale." You will need to understand the plot, the words, and the allusions for our analysis tomorrow. You are always welcome to start your analysis this evening in order to sound more the savant during class.
3: After vocab, you worked with a partner to share your EAR tone maps and compare and contrast the tones and features of one author's writing. After collection, you received two poems, "To a Skylark" and "Ode to a Nightingale," which you will need to read for content and understanding of vocabulary and allusions. You are welcome to start analysis as well. Ideally, we will start working on this class tomorrow; however, we will start off with a team close read first. (The team close read was to be our next practice prompt, so you will just be a little ahead of the other classes.)
7: After our vocab quiz, you worked with a partner to analyze 2 stanzas of "To a Skylark," which you then shared with the class. We will work with "To a Nightingale" tomorrow, so if you did not complete your pre-reading, you have one more chance to do so prior to class tomorrow.
And, in another preview, tomorrow I will be assigned our Lucy books, the two full texts that we read in AP Lang. You will have 5 weeks to work on this assignment, and I hope you enjoy -- or at least have some sort of emotional reaction -- to reading about our protagonist.
1: We commenced with vocab experts, adding four more words to our list today. Then, you had a work day to complete the following items for tomorrow: the tone map for either Richard Cory or Miniver Cheevy (this includes a paragraph analysis on the back of your map) and the reading for content of "To a Skylark" and "Ode to a Nightingale." You will need to understand the plot, the words, and the allusions for our analysis tomorrow. You are always welcome to start your analysis this evening in order to sound more the savant during class.
3: After vocab, you worked with a partner to share your EAR tone maps and compare and contrast the tones and features of one author's writing. After collection, you received two poems, "To a Skylark" and "Ode to a Nightingale," which you will need to read for content and understanding of vocabulary and allusions. You are welcome to start analysis as well. Ideally, we will start working on this class tomorrow; however, we will start off with a team close read first. (The team close read was to be our next practice prompt, so you will just be a little ahead of the other classes.)
7: After our vocab quiz, you worked with a partner to analyze 2 stanzas of "To a Skylark," which you then shared with the class. We will work with "To a Nightingale" tomorrow, so if you did not complete your pre-reading, you have one more chance to do so prior to class tomorrow.
Tuesday, October 25, 2016
EAR
1: After starting vocab unit 16, you worked with your partner on the analysis of "The Children's Hour," composing a paragraph analyzing tone pattern (s). As noted, including the author, title, and evidence from the text all help your analysis. In our last moments, we read "Richard Cory" and "Miniver Cheevy," two poems by Edwin Arlington Robinson. Alas, the bell announced itself on the last stanza, so we will resume there tomorrow.
3: Following our vocab time, you returned to "The Children's Hour" tone map and composed a paragraph analyzing tone pattern (s). As we gathered on the floor to check out your sample tone maps, we identified a few items that will take you map and analysis to the next level: a title for the map side, the author and title included in the first sentence of the analysis, evidence from the text throughout your analysis, and the purpose always identified.
Upon returning to our desks, we read EAR's "Richard Cory" and "Miniver Cheevy," two poems based around a character. For homework, you were assigned one of these poems and you are to complete a tone map and its requisite analysis in a paragraph on the back side of the construction paper. You will be using these in partner work tomorrow, so make sure you complete your assigned task.
Team Close Read on Thursday! On the hunt for another great passage -- Hospital Sketches was such a keeper!
7: After finishing up vocabulary and reviewing the words, we jumped into our solo tone maps reflecting "Richard Cory" and "Miniver Cheevy." Partners (and some groups of three) shared their maps and analysis and then compared and contrasted EAR's poems. For homework, you are reading "To a Skylark" by Shelley and "Ode to a Nightingale" by Keats for content -- of course, you are welcome to start analyzing tone, diction, devices, and anything else of note in the poems since you will be analyzing this work individually and in small group situations. These texts will be at the center of the next writing prompt.
3: Following our vocab time, you returned to "The Children's Hour" tone map and composed a paragraph analyzing tone pattern (s). As we gathered on the floor to check out your sample tone maps, we identified a few items that will take you map and analysis to the next level: a title for the map side, the author and title included in the first sentence of the analysis, evidence from the text throughout your analysis, and the purpose always identified.
Upon returning to our desks, we read EAR's "Richard Cory" and "Miniver Cheevy," two poems based around a character. For homework, you were assigned one of these poems and you are to complete a tone map and its requisite analysis in a paragraph on the back side of the construction paper. You will be using these in partner work tomorrow, so make sure you complete your assigned task.
Team Close Read on Thursday! On the hunt for another great passage -- Hospital Sketches was such a keeper!
7: After finishing up vocabulary and reviewing the words, we jumped into our solo tone maps reflecting "Richard Cory" and "Miniver Cheevy." Partners (and some groups of three) shared their maps and analysis and then compared and contrasted EAR's poems. For homework, you are reading "To a Skylark" by Shelley and "Ode to a Nightingale" by Keats for content -- of course, you are welcome to start analyzing tone, diction, devices, and anything else of note in the poems since you will be analyzing this work individually and in small group situations. These texts will be at the center of the next writing prompt.
Monday, October 24, 2016
Partner Tone Mapping
1 & 3: We copied down Vocab 16 words, which will commence tomorrow.
Third hour then finished the sample tone map on the board, and we looked at how the tones closer to gothic revealed the naysayer, "they" perspective, and the tones closer to impassioned reflected the city, "my" perspective.
Third hour then finished the sample tone map on the board, and we looked at how the tones closer to gothic revealed the naysayer, "they" perspective, and the tones closer to impassioned reflected the city, "my" perspective.
For those of you sneaking peeks at other hours, you will notice that the shape of this tone map differs from other hours. This occurs from the choice of overall tone words and the two words chosen as the range for the tone map.
Both classes then were treated to "The Children's Hour" by Longfellow, in which partners created a map. If you were absent today, you will need to make a tone map - preferably on construction paper, but you may use notebook paper if need be - for this poem. You will have a tone per stanza. You will then choose two of the words to create a range, which allows all the other tone words to fit in the middle. Check the above diagram or the one on Friday to gain visualization of what your tone map should look like.
7: We continued with unit 15 vocabulary and then wrapped up our work with " The Children's Hour" by writing analytical paragraphs of a pattern used in the poem. If you were absent - today or for the last two days, you will still need a tone map completed for this poem, which can be found online. On a piece of paper - construction, typing, or notebook - you will have your map and on the other side you will have your paragraph analysis of one tone pattern.
I am hoping that we will begin readings on "Richard Cory" and "Miniver Cheevy" today as well -- this will eventually inspire individual tone maps and further analysis.
Update: Seventh hour continues to move forward into tone. After we read and discussed "Richard Cory" and "Miniver Cheevy," each student was assigned a poem for completing an individual tone map and analytical paragraph. As we discussed in class, having the text title for the map adds to the presentation, including the author and title in the paragraph analysis focuses the writing, and using cited evidence from the text adds that extra dash of authority. If you were absent today, you will need to wait for the RC/MC assignment. However, you still need "The Children's Hour" completed.
Friday, October 21, 2016
The Children's Hour
With our petite class today, we added four more vocabulary words. Then, we created a chart detailing the varying tones of the presidential debate. Last, we read "The Children's Hour" by Longfellow. Using this poem, partners selected a tone word for each stanza, determined two of the words to create the range, and made a tone map on construction paper.
On Monday, we will be back in groups to complete the analysis portion of the tone map. Absentees, make sure you have your tone map completed. You do not have to do the paragraph analysis component.
On Monday, we will be back in groups to complete the analysis portion of the tone map. Absentees, make sure you have your tone map completed. You do not have to do the paragraph analysis component.
Debate Tones & More Mapping! (First & Third Hour)
1: We completed the vocab quiz! We created a class tone map for "Chicago" as a model for your own next week! We made a chart on the board for the tone of Clinton, Trump, and overall in the debate on Wednesday!
Tone will continue next week -- with your own tone maps!
3: We completed the vocab quiz! We made a chart on the board for the debate tones! We read "Chicago," determined tone shifts and identified the type of tone. Alas, we did not make it to the actual tone mapping - that will occur on Monday. If absent and holding a packet in your hand, read "Chicago" and look at the tone shifts. Do not make any tone maps on your own!
Tone will continue next week -- with your own tone maps!
3: We completed the vocab quiz! We made a chart on the board for the debate tones! We read "Chicago," determined tone shifts and identified the type of tone. Alas, we did not make it to the actual tone mapping - that will occur on Monday. If absent and holding a packet in your hand, read "Chicago" and look at the tone shifts. Do not make any tone maps on your own!
Wednesday, October 19, 2016
The Day Seventh Hour Takes the Lead
After weeks of seventh hour being labelled "behind" in our AP Lang curriculum, seventh hour caught up to to the other classes and went even further into tone work than first and third hour. Congrats, seventh hour for your hard work today.
If you are one of those band kids travelling this weekend, you will need to stop by room 404 on Thursday to pick up your work. You are expected to have your work completed for Monday's class.
1 & 3: For my classes of 2 and 5, we reviewed vocabulary, rhetorical strategies, and modes of discourse on the buzzers. For homework, you are to watch the debates and write down 5 tones that you hear with evidence. We will do comparative tone analysis on Friday after your vocab quiz. I'm feeling vituperative will be one of those tones tonight.
7: Hello, my tone warriors. After starting vocab 15 today, we spent the hour on tone by reading sentences with different tones, constructing conversations using umbrella tone words, checking out the big kid tone word list -- jingoistic! -- and sharing examples, reading "Chicago" by Sandburg, and learning how to complete a tone map. (Something like identifying tone shifts, selecting a tone for each section of the poem, picking two words to create a range, plotting the tone words on a map, and then analyzing the patterns and why the author uses these tone shifts.)
You have a few items to do:
1. Watch the debate - live, online, newscast highlights - and write down 5 tones that you hear. For each tone, have an example as evidence.
2. The Keats diction prompt deadline is tomorrow, Thursday, at 2:40 p.m. Remember, this can be typed or handwritten and must be in hard copy format. If you are at school for even 1 second tomorrow, you will still need to turn in a hard copy. If you are absent all day, then you will need to e-mail/share/photograph the essay and then bring a hard copy the next day. Do not forget to turn this in! It is your first major grade of second quarter.
Tuesday, October 18, 2016
Jingoistic
Two-thirds of my AP Lang students are aware of my preference for the tone word jingoistic - fun to say and rare to label a text for its attitude.
1: After reviewing vocabulary, we looked at the big kid tone words, picking out our favorite new tone words, and sharing examples of people, characters, and hypothetical situations that reflect the given attitude. Last on the docket, we read "Chicago" and discussed the content of the poem. We will indicate tone shifts and create tone maps on Friday - when we all meet again.
For homework, watch all or part of the debate (either live, on the internet, transcripts, or news highlights) and select five tones that reflect the candidates' attitudes. Make sure to have an example for each tone.
On Friday will be the vocab quiz, so make sure that you are ready to go!
3: First, the Keats prompt's deadline is 2:40 p.m. on Wednesday. You are expected to turn in a hard copy. If you are absent all day, you will need to e-mail/share/take a picture and send it to me by the deadline. Then, you will turn in a hard copy the following day. If you are in school at any point on Wednesday, the hard copy is still due by that deadline.
With that reminder out of the way, we started class by reviewing vocabulary in preparation for Friday's quiz. Then, we performed tone conversations, utilizing the umbrella tone sheet and reflecting the tone shifts apparent in a given dialogue. Are we all still concerned for team sorrow? To finish class, you received the big kid tone words list, selected two that caught your eye, and shared examples of people, characters, and hypothetical situations that reflect the given attitude.
For homework, watch all or part of the debate (either live, on the internet, transcripts, or news highlights) and select five tones that reflect the candidates' attitudes. Make sure to have an example for each tone.
7: We finished the Keats letters and you received the take-home prompt assignment. As directed in class, this prompt has a deadline of Thursday at 2:40 p.m. The prompt may be typed or handwritten and will be expected in hard copy. If you are absent all day, you will need to e-mail/share/take a picture and send it to me by the deadline. Then, you will turn in a hard copy the following day. If you are in school at any point on Thursday, the hard copy is still due by that deadline.
To continue forward, we copied down unit 15 vocab words, and you will need to prepare your expertise for tomorrow's class.
You had a sneak preview of the tone activities we will be doing tomorrow, so I hope the rest of you are ready to be apathetic, surprised, lachrymose, outraged, and scintillating.
1: After reviewing vocabulary, we looked at the big kid tone words, picking out our favorite new tone words, and sharing examples of people, characters, and hypothetical situations that reflect the given attitude. Last on the docket, we read "Chicago" and discussed the content of the poem. We will indicate tone shifts and create tone maps on Friday - when we all meet again.
For homework, watch all or part of the debate (either live, on the internet, transcripts, or news highlights) and select five tones that reflect the candidates' attitudes. Make sure to have an example for each tone.
On Friday will be the vocab quiz, so make sure that you are ready to go!
3: First, the Keats prompt's deadline is 2:40 p.m. on Wednesday. You are expected to turn in a hard copy. If you are absent all day, you will need to e-mail/share/take a picture and send it to me by the deadline. Then, you will turn in a hard copy the following day. If you are in school at any point on Wednesday, the hard copy is still due by that deadline.
With that reminder out of the way, we started class by reviewing vocabulary in preparation for Friday's quiz. Then, we performed tone conversations, utilizing the umbrella tone sheet and reflecting the tone shifts apparent in a given dialogue. Are we all still concerned for team sorrow? To finish class, you received the big kid tone words list, selected two that caught your eye, and shared examples of people, characters, and hypothetical situations that reflect the given attitude.
For homework, watch all or part of the debate (either live, on the internet, transcripts, or news highlights) and select five tones that reflect the candidates' attitudes. Make sure to have an example for each tone.
7: We finished the Keats letters and you received the take-home prompt assignment. As directed in class, this prompt has a deadline of Thursday at 2:40 p.m. The prompt may be typed or handwritten and will be expected in hard copy. If you are absent all day, you will need to e-mail/share/take a picture and send it to me by the deadline. Then, you will turn in a hard copy the following day. If you are in school at any point on Thursday, the hard copy is still due by that deadline.
To continue forward, we copied down unit 15 vocab words, and you will need to prepare your expertise for tomorrow's class.
You had a sneak preview of the tone activities we will be doing tomorrow, so I hope the rest of you are ready to be apathetic, surprised, lachrymose, outraged, and scintillating.
Monday, October 17, 2016
Toning
1: After vocabulary time, we spent the remainder of the hour working with tone, the author's attitude in composition. First, you read statements in one of five tones (apathetic, surprised, lachrymose, outrages, scintillating) to hear how tone impacts the reception of information. Second, (I guess I am enumerating) you received your umbrella tone handout, which details how you can take a bland, vague tone such as positive, negative, or sorrow, and replace it with a specific tone word clarifying feeling. Third, you worked in groups to create a conversation using four different tones, and we had to guess which tone was used by each party.
For homework, look over your "big kid" tone handout and select a few words that you like/stand out to you/would like to use in the future. As mentioned, jingoistic is my favorite tone work.
3: After vocabulary time -- yes, it's been days and days -- we finished the last Keats letter, and you received your prompt assignment. Since seventh hour may or may not receive the assignment today, you will need to either contact a peer or e-mail me for the prompt.
Whether in class today or not, the take home prompt deadline is Wednesday at 2:40 p.m. in hard copy. This may be typed or handwritten, and parenthetical citations should reference the page number. As expected of a college level course, if you are absent all day, you should share/attach/photograph your essay by the deadline and then turn in a hard copy the following day (not the following class day). If you are in school at any point during the day, you are expected to turn in a hard copy by the deadline.
For our last moments, we read statements in one of five tones (apathetic, surprised, lachrymose, outrages, scintillating) to hear how tone impacts the reception of information. Then, you received your umbrella tone handout, which details how you can take a bland, vague tone such as positive, negative, or sorrow, and replace it with a specific tone word clarifying feeling. In groups, you selected tone words for tomorrow's class. Absent people will be given a group for this work tomorrow.
7: As I type this at 1:10 p.m., I am hoping that we finish the diction analysis of Keats' letters, and you are well on your way to writing the take-home prompt. As of 2:25 p.m., my wishful thinking did not occur. We will finish the analysis of the last letter on Tuesday, and then you will receive your take home prompt. Make sure to be in class tomorrow. Any absent students will need to check the blog to fulfill the deadline and requirements for this assignment.
You are my only AP Lang class on Wednesday, so this may be the chance to catch up to the other hours!
For homework, look over your "big kid" tone handout and select a few words that you like/stand out to you/would like to use in the future. As mentioned, jingoistic is my favorite tone work.
3: After vocabulary time -- yes, it's been days and days -- we finished the last Keats letter, and you received your prompt assignment. Since seventh hour may or may not receive the assignment today, you will need to either contact a peer or e-mail me for the prompt.
Whether in class today or not, the take home prompt deadline is Wednesday at 2:40 p.m. in hard copy. This may be typed or handwritten, and parenthetical citations should reference the page number. As expected of a college level course, if you are absent all day, you should share/attach/photograph your essay by the deadline and then turn in a hard copy the following day (not the following class day). If you are in school at any point during the day, you are expected to turn in a hard copy by the deadline.
For our last moments, we read statements in one of five tones (apathetic, surprised, lachrymose, outrages, scintillating) to hear how tone impacts the reception of information. Then, you received your umbrella tone handout, which details how you can take a bland, vague tone such as positive, negative, or sorrow, and replace it with a specific tone word clarifying feeling. In groups, you selected tone words for tomorrow's class. Absent people will be given a group for this work tomorrow.
7: As I type this at 1:10 p.m., I am hoping that we finish the diction analysis of Keats' letters, and you are well on your way to writing the take-home prompt. As of 2:25 p.m., my wishful thinking did not occur. We will finish the analysis of the last letter on Tuesday, and then you will receive your take home prompt. Make sure to be in class tomorrow. Any absent students will need to check the blog to fulfill the deadline and requirements for this assignment.
You are my only AP Lang class on Wednesday, so this may be the chance to catch up to the other hours!
Sunday, October 16, 2016
Orenstein Prompt Final Results
While first and third hour already know their average, I wanted to share seventh hour's average prior to tomorrow's class. For the first time this year, seventh hour has the highest average: 5.50! The overall average for all three classes is 5.43, and the range for all prompts is 3-8. That last range is also significant as it is the first prompt to not have 1 or 2 as scores, and I believe it is the first 8 scores of this AP Lang year. See all of you in class tomorrow! Tone for first hour and diction for the rest!
Friday, October 14, 2016
The Continuation of Keats
As diction week comes to an end, so does the quarter at Fort Zumwalt North. After all of our diction, tone week takes over next week.
And, seventh hour, do not despair that you are behind the other classes! Next week is the PSAT, which will impact first and third hours and not yours!
1: Vocab, rhetorical toolbox quiz (which must be made up by Tuesday), return of Orenstein prompts, down time for writing or dialogue.
3; Rhetorical toolbox quiz (which must be made up by Tuesday), return of Orenstein prompts, almost finished group presentation of Keats' diction in his letters. Last letter will be Monday, and then it is your turn for the prompt.
7: Rhetorical toolbox quiz (which must be made up by Tuesday), presentation of diction analysis by moi, prep time for presentation of other letters.
And, seventh hour, do not despair that you are behind the other classes! Next week is the PSAT, which will impact first and third hours and not yours!
1: Vocab, rhetorical toolbox quiz (which must be made up by Tuesday), return of Orenstein prompts, down time for writing or dialogue.
3; Rhetorical toolbox quiz (which must be made up by Tuesday), return of Orenstein prompts, almost finished group presentation of Keats' diction in his letters. Last letter will be Monday, and then it is your turn for the prompt.
7: Rhetorical toolbox quiz (which must be made up by Tuesday), presentation of diction analysis by moi, prep time for presentation of other letters.
Wednesday, October 12, 2016
A Day of Keatsy
While the classes continue to be at different points in our diction study, we all managed to connect with Keats at some point during the hour.
1: After vocabulary time, we spent the rest of our block period with the Keats letters. First, I presented an over-analysis of diction used throughout the first letter and clarified a specific purpose to tie all the ideas together. Then, groups followed in my footsteps by tackling one letter and teaching the class. At the end of all the letters, and my poor Keats' life, you were assigned the writing prompt for a take-home essay. The prompt will not be written here as the other classes have yet to reach that juncture. As mentioned in class, you may use page numbers for citations.
The deadline for this take-home essay is 3:30 p.m. on Friday. You may type or hand-write this essay. If absent all day, you are required to either e-mail/share the essay with me or photograph a handwritten essay to indicate your completion of this assignment. If you are in school at any point during the day, the assignment is expected in hard copy for this deadline.
Friday's class will include vocabulary, an in-class assignment, and possible time for working on your take-home prompt. You will not have the whole hour to work on this assignment, so do keep that in mind for your time management.
3: After vocabulary time, we spent the rest of our block period with my Keatsy - in poetry and in letter. First, we looked at "Ode on a Grecian Urn," analyzing its diction and composing another strong thesis statement. Shucks, I did not write that one down, so this will be a paraphrase: JK illustrates ethereal, idealistic, and sorrowful diction to depict life's complexities. After getting to know some themes from Keats, we moved onto his letters to Fanny Brawne. After I modeled how to thoroughly analyze a letter and conclude with an overall purpose, your groups did the same - dissecting each letter for its diction choices. We managed to complete 2 letters in this fashion; the other 4 will occur during Friday's class.
I would recommend looking over your letter before classes commences on Friday. We will need to expedite these analyses in order to complete diction work on this text. If time permits, which I am hoping will be the case, we will have vocabulary and another assignment to work on during that time.
7: Did we ever use our time today! Every minute of class was packed with diction analysis from the team quote analysis on the board to the comparative analysis of Thomas Gray's "Death of a Favourite Cat" and Percy Shelley's "Ozymandias" to the world of Keats' "Ode on a Grecian Urn." In all cases, it returns back to the formula of author plus active verb plus specific adjectives for diction plus purpose. Samples of our work today include these lovelies: TG's elegant, moralistic diction and PS's bitter, desolate diction reflect the ramifications of greed. JK articulates passionate, bittersweet diction to understand the concept of beauty and truth.
For homework, close read Keats' first letter to Fanny Brawne. I will present diction analysis of it on Friday, and then the remaining letters will be all yours!
1: After vocabulary time, we spent the rest of our block period with the Keats letters. First, I presented an over-analysis of diction used throughout the first letter and clarified a specific purpose to tie all the ideas together. Then, groups followed in my footsteps by tackling one letter and teaching the class. At the end of all the letters, and my poor Keats' life, you were assigned the writing prompt for a take-home essay. The prompt will not be written here as the other classes have yet to reach that juncture. As mentioned in class, you may use page numbers for citations.
The deadline for this take-home essay is 3:30 p.m. on Friday. You may type or hand-write this essay. If absent all day, you are required to either e-mail/share the essay with me or photograph a handwritten essay to indicate your completion of this assignment. If you are in school at any point during the day, the assignment is expected in hard copy for this deadline.
Friday's class will include vocabulary, an in-class assignment, and possible time for working on your take-home prompt. You will not have the whole hour to work on this assignment, so do keep that in mind for your time management.
3: After vocabulary time, we spent the rest of our block period with my Keatsy - in poetry and in letter. First, we looked at "Ode on a Grecian Urn," analyzing its diction and composing another strong thesis statement. Shucks, I did not write that one down, so this will be a paraphrase: JK illustrates ethereal, idealistic, and sorrowful diction to depict life's complexities. After getting to know some themes from Keats, we moved onto his letters to Fanny Brawne. After I modeled how to thoroughly analyze a letter and conclude with an overall purpose, your groups did the same - dissecting each letter for its diction choices. We managed to complete 2 letters in this fashion; the other 4 will occur during Friday's class.
I would recommend looking over your letter before classes commences on Friday. We will need to expedite these analyses in order to complete diction work on this text. If time permits, which I am hoping will be the case, we will have vocabulary and another assignment to work on during that time.
7: Did we ever use our time today! Every minute of class was packed with diction analysis from the team quote analysis on the board to the comparative analysis of Thomas Gray's "Death of a Favourite Cat" and Percy Shelley's "Ozymandias" to the world of Keats' "Ode on a Grecian Urn." In all cases, it returns back to the formula of author plus active verb plus specific adjectives for diction plus purpose. Samples of our work today include these lovelies: TG's elegant, moralistic diction and PS's bitter, desolate diction reflect the ramifications of greed. JK articulates passionate, bittersweet diction to understand the concept of beauty and truth.
For homework, close read Keats' first letter to Fanny Brawne. I will present diction analysis of it on Friday, and then the remaining letters will be all yours!
Enrichment 1 Complete
Thank you to the seven AP Langers who came to our first enrichment activity this week! Other than earning tally marks for this unit's vocab championship, you had a review of all rhetorical strategies and modes of discourse in preparation of our third toolbox quiz! Stay turned for our next enrichment activity...which will involve close reading practices.
Tuesday, October 11, 2016
Keats, Cats, and Quotes
1:
After starting vocab unit 15, we spent some quality time with my immortal beloved, John Keats, and his "Ode on a Grecian Urn." As noted in class, diction shifts throughout the poem commencing with the beauty and wonder of music, joy, love, first impressions & transitioning to the decay, the loss, the sacrifice, the suffering of life. The class thesis statement featured these elements and exhibited a formula that you may use when composing diction analysis: Author + mature verb + specific type (s) of diction + purpose. For example, JK illustrates passionate, bittersweet diction to create an analogy of life's complexities. For homework, close read the first letter of your packet for tomorrow's class. You are welcome to read the entire packet if you would like to further prepare for group diction analysis.
3:
After continuing with vocab unit 15, we finished our last group quote presentation, and then moved into diction analysis of two seemingly unrelated poems by Thomas Gary and Percy Shelley. As noted in our vibrant discussion, each text selection featured its own brand of diction, yet a common theme became apparent as we moved from "The Death of a Favourite Cat" to "Ozymandias." Hence, our formula for diction thesis statements (author + mature verb + specific type(s) of diction + purpose) created this masterpiece: TG's decadent, omniscient diction and PS's moralistic, ironic diction warn that greed and self-involvement lead to ruin. Woohoo! Keats tomorrow!
7:
After completing the vocab quiz for unit 14, we worked on writing thesis statements for more diction quotes and then transitioned into groups analyzing paragraphs for varying types of diction. In all circumstance, the diction formula (author + mature verb + specific type(s) of diction + purpose) creates a dynamic structure ready for evidence and analysis. Tomorrow we transfer to texts with a little more length and depth to test out this new formula.
After starting vocab unit 15, we spent some quality time with my immortal beloved, John Keats, and his "Ode on a Grecian Urn." As noted in class, diction shifts throughout the poem commencing with the beauty and wonder of music, joy, love, first impressions & transitioning to the decay, the loss, the sacrifice, the suffering of life. The class thesis statement featured these elements and exhibited a formula that you may use when composing diction analysis: Author + mature verb + specific type (s) of diction + purpose. For example, JK illustrates passionate, bittersweet diction to create an analogy of life's complexities. For homework, close read the first letter of your packet for tomorrow's class. You are welcome to read the entire packet if you would like to further prepare for group diction analysis.
3:
After continuing with vocab unit 15, we finished our last group quote presentation, and then moved into diction analysis of two seemingly unrelated poems by Thomas Gary and Percy Shelley. As noted in our vibrant discussion, each text selection featured its own brand of diction, yet a common theme became apparent as we moved from "The Death of a Favourite Cat" to "Ozymandias." Hence, our formula for diction thesis statements (author + mature verb + specific type(s) of diction + purpose) created this masterpiece: TG's decadent, omniscient diction and PS's moralistic, ironic diction warn that greed and self-involvement lead to ruin. Woohoo! Keats tomorrow!
7:
After completing the vocab quiz for unit 14, we worked on writing thesis statements for more diction quotes and then transitioned into groups analyzing paragraphs for varying types of diction. In all circumstance, the diction formula (author + mature verb + specific type(s) of diction + purpose) creates a dynamic structure ready for evidence and analysis. Tomorrow we transfer to texts with a little more length and depth to test out this new formula.
Monday, October 10, 2016
And the Diction Goes On...
1: We copied down vocab unit 15, which will commence tomorrow. We looked at two texts - Gray's "Drowning Cat" and Shelley's "Ozymandias" -- and how the author constructs diction to create a theme. While on the surface both of these poems have nothing in common -- a cat and a defunct king -- these texts do overlap in their expression of power, gold, and immortality. Cool, huh? (P.S. Ozymandias is Ramses II, not Ramses as we talked about in class. Oops!) Tomorrow will be all about my Keatsy!!!!!
3: We started vocab experts for unit 15, finished our class diction analysis on quotes, and worked in groups to analyze a longer passage for its diction usage. We will finish our last group's presentation of diction tomorrow and then move onto cats, Ozymandias (Want to look a savant tomorrow? Look that one up), and Keatsy.
7: Hmm...we will start with the vocab review for the quiz tomorrow, we will finish sharing our team close reads in a more expedited fashion than on Friday, and we will transition from syntax to diction by looking at anaphora in "A Birthday." Fingers crossed we start class diction analysis of quotes.
3: We started vocab experts for unit 15, finished our class diction analysis on quotes, and worked in groups to analyze a longer passage for its diction usage. We will finish our last group's presentation of diction tomorrow and then move onto cats, Ozymandias (Want to look a savant tomorrow? Look that one up), and Keatsy.
7: Hmm...we will start with the vocab review for the quiz tomorrow, we will finish sharing our team close reads in a more expedited fashion than on Friday, and we will transition from syntax to diction by looking at anaphora in "A Birthday." Fingers crossed we start class diction analysis of quotes.
Sunday, October 9, 2016
Enrichment Opportunity #1
For our Rhetorical Analysis Enrichment Series (I think that title makes it sound more official), we will start with 2 opportunities to review the definitions of strategies, appeals, and modes of discourse. The first opportunity will be after school on Tuesday at 2:30 p.m., running for an approximate half hour. The second opportunity will be before school on Wednesday, at 6:55 a.m., running for an approximate 25 minutes. (In both circumstances, you must arrive within 5 minutes of the starting time to be part of the review.)
Future enrichment will involve close reading practices, writing introductory paragraphs, and writing body paragraphs.
P.S. Since you are having a surprise rhetorical toolbox quiz this week, it would behoove you to have more ethos with the terms prior to the event. No, I will not tell you the date of the quiz. Technically, that is up to your class and how far we go on the agenda for diction week.
Future enrichment will involve close reading practices, writing introductory paragraphs, and writing body paragraphs.
P.S. Since you are having a surprise rhetorical toolbox quiz this week, it would behoove you to have more ethos with the terms prior to the event. No, I will not tell you the date of the quiz. Technically, that is up to your class and how far we go on the agenda for diction week.
Friday, October 7, 2016
Diction, Diction, Diction
While all the classes are in different spots, there does exist a commonality in our analysis: diction. How could we escape it? Every author considers how diction will impact the reader, the theme, and the purpose. While diction seems an "easy way out" of a tough rhetorical analysis, it does not have to be. Using specific, mature adjectives to describe diction, recognizing diction shifts, and selecting strong purposes makes diction just as impactful as analyzing anaphora, polysyndeton, juxtaposition, or any of those other "big kid" rhetorical strategies.
1:
After the vocabulary quiz covering unit 14, we resumed our group analysis of the long quote. Groups circled key words, analyzed the usage of diction, and composed a thesis statement. (As noted in class, a formula for thesis statements would connect author + mature verb + type(s) of diction + specific purpose.) We almost made it through student teaching of this assignment: our last group will instruct us on Monday. Then, we will look at 3 poems and letters by my man Keats.
3:
To begin class, we listened to the last 2 groups present their intros, bodies, and conclusions for the Alcott prompt. I am so impressed with your hour's creativity of hook, thoroughness of evidence and analysis, and expressive - yet somehow still minimal - conclusions. You are starting to merge from bombastic writing to precise diction! I can't wait until the next prompt to read how you are continuing to grow as writers and analysts.
Next, we copied Unit 15 vocabulary, which will commence on Monday.
Next, we transitioned from syntax to diction studies by looking at anaphora, simile, and diction styles in "A Birthday" by Christina Rossetti. (Seriously, the perfect Mother's Day poem.) In the text, you noted uplifting, fulfilling diction shifting from the motherly similes (bird, apple tree, shell) to wealthy symbols (colors, jewels, fruits, materials, allusions). From that diction starting point, we crafted a thesis statement, constructing a formula of author + mature verb + type(s) of diction + specific purpose. To finish up the hour, we worked as a class to compose thesis statements for quotes from Marilyn Monroe and Agatha Christie. In both circumstances, I challenged you to use different verbs and different purpose words to create originality and maturity in your own diction.
We will continue with this on Monday, and then you will be teaching the class how to analyze diction in paragraph samples.
7:
To start class, we finished the last vocab words of unit 14, which will result in a quiz on Tuesday.
Then, you returned to your Alcott team close read groups and constructed team introductions and conclusions to tie your body paragraphs together. In theory, each group read three of their paragraphs out loud for instant feedback. Since we are still in the midst of seventh hour, we may have to continue readings until Monday.
Wednesday, October 5, 2016
Finally, Zeugma!
As noted in the title of this blog, we finally found zeugma in a passage and it played a part in adding to the pathos we felt towards John, our synecdoche soldier.
To start the hour, we added four new vocabulary words to our list. Three left before the review and then the eventual quiz.
Then, we completed our team close read of the Alcott passage, which inspired the written portion of today's show. In groups, you created a team thesis statement and then each group member composed a body paragraph for that thesis statement. We will continue working on this on Friday -- after all, we only have the middle section of the essay completed.
The Cohesive Creativity of Third Hour
As we listened to each group's team close read rhetorical analysis, the impressive usage of hooks, mature, precise diction, active verbs, and multiple instances of evidence was apparent with each reading. Specifically, our third group and their exemplification of diction/tone shifts throughout the introduction and the conclusion evidenced cohesion of idea and strategy. We heard that the soldier can be the introduction and the nurse can be the conclusion. So cool!
Meanwhile, we completed vocab quiz 14, which will need to be made up by Friday for any absentees. Then, we spent the rest of the hour in groups composing introductions and conclusions for the Alcott prompt, which noted above led to class readings. Alas, we still have 2 groups left to share, so we will continue from that point on Friday.
Upon the Last Week of the Quarter
Hmm...haven't had a rhetorical toolbox quiz in a while. Might just have one next week.
Delineating Diction - The First Hour Recap
Yes, this blog is just for my first hour, those diction analysts sculpting sentences that feature the author, a specific active verb, multiple specific adjectives clarifying diction, and a purpose utilizing your developed vernaculars. You are the forerunners, the first of the AP Langers to jump into the world of diction, and you did not disappoint with your specificity and originality.
In regards to our agenda, we started class with a thorough vocabulary review to prep for your next vocab quiz. Then, we returned to the Alcott groups formed during last class. You evaluated each other's body paragraphs, providing feedback on organization, voice, evidence incorporation, and analysis. After this peer evaluation, you then wrote a team introduction and a team conclusion. As each group shared these paragraphs out loud, we had the chance to hear different approaches to hooks, rhetorical strategy analysis, and conclusions. What made me happy was the improvement of voice, diction, multiple examples of evidence, strong topic sentences indicating strategy and purpose, active verbs, and complex analysis.
After our class readings and verbal feedback, we began the transition into diction study by looking at anaphora, the repetition of words and phrases in successive sentences. In "A Birthday" by Christina Rossetti, we delineated the "heart" anaphora, the similes and how they further the motherly diction, the examples of symbolic wealth to add to her perspective, and the slight diction shift that still reflects her overall serene, hopeful, and loving tone.
With that example of how to choose specific adjectives for diction, we looked at quotes by celebrities, authors, and presidents to create thesis statements for an essay (or at least topic sentences for a paragraph analyzing diction). As we continued from Marilyn Monroe to Agatha Christie to Bette Davis to Thomas Jefferson, we created statements the evinced your own diction and clarity of purpose.
At the end of the hour, your new diction group began analyzing quotes about October. During Friday's class, you will finish your analysis and present to the class.
In regards to our agenda, we started class with a thorough vocabulary review to prep for your next vocab quiz. Then, we returned to the Alcott groups formed during last class. You evaluated each other's body paragraphs, providing feedback on organization, voice, evidence incorporation, and analysis. After this peer evaluation, you then wrote a team introduction and a team conclusion. As each group shared these paragraphs out loud, we had the chance to hear different approaches to hooks, rhetorical strategy analysis, and conclusions. What made me happy was the improvement of voice, diction, multiple examples of evidence, strong topic sentences indicating strategy and purpose, active verbs, and complex analysis.
After our class readings and verbal feedback, we began the transition into diction study by looking at anaphora, the repetition of words and phrases in successive sentences. In "A Birthday" by Christina Rossetti, we delineated the "heart" anaphora, the similes and how they further the motherly diction, the examples of symbolic wealth to add to her perspective, and the slight diction shift that still reflects her overall serene, hopeful, and loving tone.
With that example of how to choose specific adjectives for diction, we looked at quotes by celebrities, authors, and presidents to create thesis statements for an essay (or at least topic sentences for a paragraph analyzing diction). As we continued from Marilyn Monroe to Agatha Christie to Bette Davis to Thomas Jefferson, we created statements the evinced your own diction and clarity of purpose.
At the end of the hour, your new diction group began analyzing quotes about October. During Friday's class, you will finish your analysis and present to the class.
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