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 :)

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:

• 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? 

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.

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.

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.

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. 

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.

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!

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. 

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.

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!

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!

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.

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!

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.

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.

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.

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.

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. 

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.

Team Close Read #2

1 & 3: How cool is the Alcott team close read prompt? I am so glad that I waited to read it with first hour this morning -- several strategies that never come up (zeugma, asyndeton, euphemism) made appearances and there was so much syntactical shifts adding to the text! I want to comment more about all our ideas from class, but seventh hour will be completing the close read tomorrow. If you missed class, I have a digital copy of the prompt for you - e-mail for you work so that you will be prepared for class tomorrow. Homework is to take your team thesis (if absent, write your own thesis) and write one body paragraph analyzing a strategy and its purpose.

First hour will feature a vocab review, and third hour will feature a vocab quiz for unit 14.

FYI - All syntax quizzes need to be made up by Friday.

7: After our vocabulary work, we completed the syntax quiz -- with sentences created by you! Alas, the quiz took up our time for the team close read, so we will do that tomorrow!

Tomorrow is the last day to make up Vocab Quiz 14.

Why Diction & Syntax Matters

Tomorrow, October 4, is author Anne Rice's 75th birthday. Rice has been part of my library for over 20 years now with her Vampire Chronicles and Mayfair Witches. While I was reading some of her quotes tonight, I came upon the following, which details how much authors do consider purpose in using words and sentences and the impact of their writing choices.

"The right word, the right rhythm, the right length of the sentences, the right paragraph, all that is important. It’s very important. You’re inviting someone to come into a drama. You’re asking them to let themselves be spellbound. All those ingredients matter as you create that spell. The white space on the page matters. The exclamation point, the question mark, all of it matters. I’ve had to mute exclamation points. I hear them, I see them, I feel them when I write. And then I have to take them out because they are too loud for the reader. They leap off the page. I wish there was some little sign we had that was half an exclamation point."

The End of Syntax - For Now

1 & 3: We started the hour with vocabulary, first hour adding four new words, and third hour finishing vocab experts for this unit. Then, we wrapped up our syntax work with the official syntax quiz with sentences provided by seventh hour. Last, we read an excerpt from The Reader, pinpointing the use of syntax and the use of polysyndeton in the text. As mentioned by both hours, the polysyndeton occurs in the anticipation of the verdict and the overall audience perspective. In addition, the removal of polysyndeton allows for the juxtaposition of the overall audience reaction and the narrator's reaction, a member of the audience that has some personal connection to the woman on trial.

Tomorrow, we will have a team close read on the board -- which will then transfer to a small group writing assignment.

Diction week(s) starts after our team close read. You may not know exactly what that entails, but I know it revolves around my eternal love, John Keats.

7: We started vocab experts for unit 14 today. Afterwards, we reviewed syntax handout number two, which is the last practice before your syntax quiz tomorrow. Then, we looked at two syntactical strategies: polysyndeton and asyndeton and how these strategies reflect specific purposes.