1: Due to our truncated first hour, we spent the first portion of class working with vocab experts and then looking at how polysyndeton and asyndeton work in various samples We will have more of the syndetons next time plus go over third hour syntax to make sure you still have your syntax-identification skills.
3: After finishing up our 15 vocab words for unit 14, we looked at how polysyndeton and asyndeton work in regards to purpose via some various film, literary, and historical examples. To keep up with looking at syntax, we looked at a sample passage and identified the changes of syntax and how polysyndeton enters and exits the fray. At the end of class, we looked at an AP prompt to practice close reading for syntax and then worked in groups to construct a thesis statement and analyze 2 syntax structures. We will be finishing that up tomorrow before you have your syntax quiz (the last item on the syntax schedule).
5: After finishing up our 15 vocab words, we worked with the AP prompt - in groups - to summarize the text, look at shifts in the text as the focus changes from influential person to influential person in Welty's childhood and reading life, determine what are the main types of syntax and how they may change or stay the same over the course of the passage, construct a strong thesis statement, and then make charts to analyze each form of syntax with evidence and analysis. Afterwards, we completed the syntax quiz, which means if you were absent, you will have something to do next class while we grade it. Syntax is over, but don't worry, you still can identify forms of syntax in rhetorical analysis for future prompts!
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