Bellringer: 15 minutes of writing in your composition notebook on the topic of Love.  Any type of love (e.g., it doesn't have to be romantic love), and any genre from diary entry to advice column in The Lion to poetry to rant.  

Music and Stretching Break...(5 minutes) On the eve of Sepetember... September by Earth, Wind and Fire

Intro to Rhetoric Multiple Choice questions using a familiar text.

Take 10 minutes to independently answer 29-32, 34-38.  

At the end of that time, find a partner and discuss/research and write paragraph explanations as to why you chose your answer and why you eliminated what you felt was the second-best answer.  (20 mins)

As you leave, hand in your  paragraph answer sheet with both names and the date and period.
Make sure you finish explanations to 29-32, at a minimum.

No homework (if you finished your work in class)


MAKE SURE YOU ENROLL IN THE CORRECT SECTION!!

	Period 2 III AP Prd 2 Sem 2015-16 Class id: 10498407 Password: wesley (all lower case)
	Period 3 III AP Prd 3 Sem 2015-16
	10498466 Password: wesley (all lower case) Period 4 III AP Prd 4 Sem 2015-16 10499009
	Password: wesley (all lower case)

Learning Target: I will identify rhetorical elements such as diction, syntax and mood in a written text, and connect those to how they support the author's larger purposes in that text.

Bellringer: Rhetorical strategies, effects, and purpose in the Santa Ana Winds passage. (20 minutes) 

Referring back to pages 49-56, answer the following, first in your notebook, and then through discussion:

1) Diction and mood: What words would best describe the mood of the first and second paragraphs (you may use your own words or those mentioned in the textbook), and how specific word choices in the first and second paragraph contribute to the mood of those paragraphs? 

2)  Syntax: Briefly discuss how Didion's uses of a long, cumulative sentence at the beginning of the first paragraph on 49 suggests a building threat; also, briefly discuss how she uses shorter sentences later in the paragaph and what the effect, in terms of sound and sense, are.

3) In the third paragraph, what is the primary technique Didion uses to demonstrate that "science bears out folk wisdom"?  

4) What do the author's of the textbook suggest the purpose of Didion's piece may be?

Pair and share, briefly discuss your answers to the bellringer.

 Reading a song...Mercy Street by Peter Gabriel: Poetry and song lyrics are often not as direct or logos driven as other forms of writing. Keep that in mind as you listen to this song.

What elements of the song and performance appeal to pathos? 

What words or phrases stood out for you personally? Why? What ideas or emotions did they evoke?

What elements of the performance establish ethos of the artist(s) and a connection (based on unspoken but shared values) with the audience? Take out the list of tone and mood words I gave you last week. What word(s) would you use to describe the mood of the song? On a related note, what emotions or ideas does this song evoke for you? 

http://safeshare.tv/w/DxZPAJLhmp

Homework: 

Have a nice weekend.

As you come in, pick up the next reading packet.

Sign up for turnitin.com for my class. 

MAKE SURE YOU ENROLL IN THE CORRECT SECTION!!

	Period 2 III AP Prd 2 Sem 2015-16 Class id: 10498407 Password: wesley (all lower case)
	Period 3 III AP Prd 3 Sem 2015-16
	10498466 Password: wesley (all lower case) Period 4 III AP Prd 4 Sem 2015-16 10499009
	Password: wesley (all lower case) Period 7 IV AP Prd 7 Sem 2015-16  10499037
	Password: Wesley (all lower case) Period 8 IV AP Prd 8 Sem 2015-16   10499051

Password: Wesley (all lower case)

Submit your book review to turnitin.com

Each person should type their response to yesterday's question about how Ellison's style in his essay is similar to the style of Parker's music.

Then upload that document to the Ellison "On Bird Watching" bin.  This will serve as an early-year sample of rhetorical analysis from you and will become part of a digital portfolio we can potentially use to monitor your rhetorical analysis growth over the year.

HW: Carefully read and annotate 49-56, including the graphic organizer charts (do not blow them off!).  The analysis the textbook provides is a very instructive example of how to notice and break down the rhetorical elements and strategies in a short passage, a skill that will be measured throughout the year, including several major summative papers and the semester and final exams. 

bur·lesque

bərˈlesk/

noun

noun: burlesque; plural noun: burlesques

1. 1.

   an absurd or comically exaggerated imitation of something, especially in a literary or dramatic work; a parody.

   "the funniest burlesque of opera"

   synonyms:

   parody, caricature, satire, lampoon, skit, farce; More sendup, takeoff, spoof; striptease, strip "a rather risqué burlesque"

   • humor that depends on comic imitation and exaggeration; absurdity.

     "the argument descends into burlesque"
2. 2.

   a variety show, typically including striptease.

   "burlesque clubs"

verb

verb: burlesque; 3rd person present: burlesques; past tense: burlesqued; past participle: burlesqued; gerund or present participle: burlesquing

1. 1.

   cause to appear absurd by parodying or copying in an exaggerated form.

   "she struck a ridiculous pose that burlesqued her own vanity"

 

Bellringer:  What are some of the characteristics of Ellison's art (his writing in this piece) which seem to mimic Charlie Parker's music and personality? Just as Ellison embeds language from two other sources into his analysis of Parker and his music, embed language from Ellison's essay into the flow of your reflection on the seeming similarities between the style of Parker's music and Ellison's writing in this essay.  (Write independently for 5 minutes. Then co-author a 7-10 sentence paragraph with your partner.  Hand that in at the end of class.

 

 

 

Homework:
In DC tomorrow...
Bring a digital copy of your book review tomorrow.  We will be in one of the library computer rooms and we will set up your turnitin.com accounts and you will submit your book review to turnitin.com.

Study the definitions of the rhetorical terms in bold on page 47.  Be prepared to identify examples of them for tomorrow's five point quiz.

 

 

Bring a digital copy of your book review tomorrow.  We will be in one of the library computer rooms and we will set up your turnitin.com accounts and you will submit your book review to turnitin.com

Join Shakespeare Society!!

No prior knowledge or experience with THE BARD is necessary.

Wednesday, August 26, 2015

After school in room 118 (Ms. Campbell’s room) North Campus

Society

An informal, casual opportunity to appreciate the power of Shakespeare through quality films, theatre, sonnets, games, friendship and treats!

(Meeting days will be decided at our first gathering.)

Bellringer: After high school...discuss the general topic with your partner from yesterday's Queen Elizabeth speech. 

How does that phrase make you feel?  

What do you think about?

How did you approach your writing? 

What genre (e.g., non-fiction story or fictional narrative story, advice column, letter, etc.)? 

Who was your intended audience?

How was the writing experience? Easy, hard, somewhere in the middle? Did you discover anything as you wrote?

Activity 2: Speech at Tillbury

Find another group (on the side of the room opposite where you are working) and quiz them with your questions and vice versa, but first, introduce yourself.

Step 1:  Find a pair or group of other humans across the divide.

Step 2:  Introduce yourself by shaking hands or fist bumping or high-fiving, etc while actually greeting them and saying your name! For example... "Hello, Yoda I am, your acquaintance I am pleased to make...hhhmmm."

Step 3: Alternate asking questions of each other.  Read your questions and answers slowly.  Use encouraging phrases, like "Good job, the force is strong with you" or "Good effort young Jedi, but try again. Succeed you will." 

Step 4: When finished, bow to one another and go back to your seat.

How did it go? Did you get 100%? Did you need a lifeline?

Pair and Share your paragraph and then larger Discussion of Churchill Tone Activity on 43

Hand in your Churchill Tone Activity Paragraph

HW: Reading: From Page 44 to 48, and answer all questions on 45 and 46 and do the activity at the bottom of 47 (handwritten in your notebook).

Mondays will be 1) Topic Journals
2) AP close reading practice/Multiple Choice (MC) question days

Hand in... your book reviews

Pick up...handout From The Language of Composition "Close Reading: The Art and Craft of Analysis (39-59)"

Bellringer (5 minutes of instruction and 15 minutes of writing): Topic Journal in your Composition Book. 

At the top of the 1st page of your composition notebook, write in big letters "After High School" and write today's date (August 24, 2015) 

Assignment: In the form of a letter or an advice column or blogpost, write anything you like about the topic (keep it school appropriate, of course), however, it should be to an audience (individual or group) that is either close to your age or, alternatively, to adults, perhaps parents or teachers.  You choose the audience, but be sure to indicate your audience at the top of the page.  

Your piece can be serious, funny, creative, straightforward, questioning, certain, etc.  You can do almost anything with it. You could even create a persona other than your own.  Don't try to be perfect.  Think for a few minutes and then let it rip.  This is not for a point or letter grade, but you must complete all of the topic journals for the semester.  

During 2nd period Topic Journal writing time, I wrote the following (in the persona of a Marine drill sergeant):

Hello high school maggots!  This is Sergeant Futura! Stop snapchatting and put down your phones and wipe your noses and listen to me.  You will soon be leaving the babying bubble we all know as high school.  Whether you are king of the hill or feel like the hill is on you, your situation is about to change pronto!  Do you hear me!! There will no longer be bells or hall passes, pep rallies, rivalries with identical pampered babies at Central or whoever you have been taught to hate.  You will soon be in the real world, my world!  You must learn to claw, fight, and survive because it will not bend over backwards to make sure you have a good day and a warm glass of milk and bedtime story before you go off to dreamland!  It will conspire to kick your butt!  Do you hear me!?  Yes, that includes you, Mr. Starting Quarterback and you Miss Homecoming Queen! No one will give a rat’s hindquarters as to how damn popular you were!  So my advice to all of you is to join the Marines and learn how to fight and survive in this world. Hu HA!!! Now drop and give me twenty!!!   

You can share or paraphrase what you wrote when you talk to a partner or small group tomorrow.  If it is too personal or for some other reason, you would rather keep it to yourself, you can also elect to not share it tomorrow. At some point, however, I might read it, so just be aware of that :)     

Preparing for MC Critical Reading:

Read time (15 mins):

From The Language of Composition Close Reading: The Art and Craft of Analysis: 39-43.

Some examples of AP MC question stems...

The context of the speech might be best described as...

The passage beginning with "yada yada yada" and ending with "yoda, yoda, yoda" primarily relies on ___________ in order to appeal to the shared value of ....

The speaker's attitude is best described as...

With a partner, write four AP style MC questions (with three possible answers, a-c, for each) about Queen Elizabeth's speech on pages 40-41. Your four question address each of the following categories...One question should address the rhetorical situation (occasion/context), another the tone, another one should address a combination of occasion/audience and one of the three appeals, and one should address diction (word choice). When you are done, exchange your questions with another group and try to answer theirs and vice versa.

Time Permitting: Mercy Street

HW:
Finish writing your questions for the Queen Elizabeth speech

and

Churchill’s Tone Activity on page 43: Type your response. It should be ½ page, single-spaced and include at least two embedded direct quotes which help to support your tone determination.

Learning Target: I will continue to build my vocabulary of rhetorical terms and tone and mood words to help me reflect both critically and sympathetically on a variety of texts.

Voice in a book review

How would you describe Phillip Meyer’s voice in his book review of Days of Revolt, Days of Destruction?  

With your partner, find two relatively short passages which you feel capture his voice and explain why these are good examples of his attitude as he reviews the book.

Look at the book review assignment sheet and its suggestions for the beginning, middle, and end of your book review.  Now look at Meyers review of the Hedges and Sacco book...

What does Meyers do/accomplish in his opening paragraphs? 

What does Meyers do/accomplish in the body?

What does he do/accomplish in his conclusion?

Now switch papers with someone.  

Read their paper and then provide the following comments.

The strength of your opening paragraphs is...

Something you might work on is...

The strength of your body paragraph is...

Something you might work on is...

The strength of your closing paragraphs is...

Something you might work on is...

Your voice sounds...

HW: Complete your final book review. Hand in the hard copy: typed, approximately one and a half pages, single spaced (except double-spaced between paragraphs) 12 point font, Times New Roman.

In your journals... Reading a song...Mercy Street by Peter Gabriel: Poetry and song lyrics are often not as direct or logos driven as other forms of writing. Keep that in mind as you listen to this song.

What elements of the song and performance appeal to pathos? 
What elements of the performance establish ethos of the artist(s)?  
What word(s) would you use to describe the mood of the song or what emotions or ideas does this song evoke for you? 
What words or phrases in the lyrics stood out for you? Why?

http://safeshare.tv/w/DxZPAJLhmp

Activity 1: Pick up the SOAPS assessment quiz and complete it. (15 minutes)  

Activity 2: When you are done, please pick up the Book Review Assessment package and read the assignment (it is worth 25 points, not 50) and supporting materials.  Begin drafting your book review today, and complete a typed draft by tomorrow. Note: Do not ask me for my opinions on your book.  This needs to be your book review.

Tomorrow, we will do some quick peer reviews, and you will polish your book review and hand it in on Monday, August 24.

Please, please do not plagiarize by either copying or paraphrasing and online review. Just provide an honest response that is truly yours. On Wednesday or Thursday of next week, you will hand it in to turnitin.com.

Homework: Complete a typed draft of your book review.  It should be approximately one and a half pages in length (definitely no more than two), 12 point font, Times New Roman, single-spaced, but double -spaced between paragraphs.

Nonfiction – Book Review Assessment

Summer Reading

Task: Your purpose is to write a review and acquaint your instructor with the book you chose to read over the summer.  You will discuss your book’s content and value.  To accomplish this purpose, you must:

(1)   report what the book does: what story/stories does it tell? What seem to be the writer’s central arguments and how are those arguments supported and developed?

(2)   judge or evaluate how well the writer presents the material, and defends the work’s central

arguments.

(3)   cite the evidence from the work that supports or illustrates your judgment /evaluation

(If it does not assess how well the book presents the material, then it may merely be a summary or an analysis of the work  and not a critical review. Further, your review must include supporting evidence so as to illustrate why your evaluation of the work is valid/justifiable.

You will have the rest of the period to complete your review.  This assignment is worth  25  points (not 50) and will be graded based on your ability to include the above specifications successfully.

Introduction.

*The introductory paragraph (or paragraphs) of your review should familiarize your

reader with the author’s purpose in writing the book and the book's contents. It should also indicate your over-all judgment of the book.

*Restrict your comments about the book's contents to a very condensed summary or an outline of the main points emphasized by the author; these comments should not be more than one third of the whole review.

Body.

*The body of your review should support your judgment of how well the book does what the author set out to do. To make this judgment, you should ask yourself if the author's explanations are clear, if the examples the author provides make the situations/problems/issues that are the focus of the work more vivid, relatable, or comprehensible, if the examples and analysis seems fair and comprehensive or biased and lacking depth, if important terms are clearly defined, etc.

*A book can be justly criticized if it omits necessary supporting evidence to illustrates the central claims its author is making, if is tedious and repetitive, or lacks readability.

*The important thing is that you quote or cite passages or segments from the book to support your position. If you think the author's writing style is particularly difficult or especially effective, quote a passage that is a good example of this difficulty or this effectiveness and explain why you think it illustrates your point. How/Why did that passage impact your opinion of the work as a whole?

Conclusion.

You might end the review by summarizing your reactions to the book. Consider the

following questions:

(1) Have your ideas been changed by the book? What ideas? Changed in what ways?

(2) How has your knowledge or understanding of your course's content been changed or enlarged by the book?

(3) Would you recommend the book to friends? Why? What types of people would most/least benefit from reading the book you are reviewing? Why?

Last night's work: Finished reading to the top of page 20 in Chapter 1 of The Language of Composition

Bellringer: Re-read the King's Speech on pages 8-9. Then, with a partner, create a SOAPS chart (like the on on page 6) for the King's Speech.  (10 mins)

Discuss King's speech SOAPS as a class. (5 mins)

Watch the King's speech

Ethos as the credibility of the speaker or the shared values/ethics of  speaker and audience

Reading: What are the SOAPS of the image on 15? How does it appeal to logos, ethos, and pathos?

HW: AP Vocabulary Words 1-5 quiz for tomorrow: SOAPS words (Subject, Occasion, Audience, Purpose, Speaker).

Bring your non-fiction book from the AP Summer Reading list (not the one you read from the general LT reading list).
You will write a book review in class tomorrow.

Bellringer: Discuss with one another your deceptive and sincere texts. What characteristics made one deceptive and manipulative and the other was effective and sincere

Homework: Finish reading to the top of page 21 in Chapter 1 of The Language of Composition

What is the rhetorical situation of the Lou Gehrig Speech? (SOAPS,  p. 5)

Do a SOAPS chart for the 9/11 speech or the Lou Gehrig speech.  How are the three appeals at work?

Page 7-9: The three appeals

pp. 8-9 automatic ethos vs building ethos 

Ethos as the credibility of the speaker or the shared values/ethics of  speaker and audience

College Admissions Essay Example #1 (in 4AP file)

Katherine Glass '18
Dana Hall School, MA
Arts and Sciences

A portrait of Julia Child leans precariously on my bedside table competing for space with sticky notes, pennies, and a plastic alarm clock. Julia has been my role model ever since I spent an hour at the Smithsonian American History Museum watching cooking show after cooking show. As she dropped eggs, burnt soufflés, and prepared a whole pig, she never took herself too seriously and with her goofy smile and accompanying laugh. And yet, she was as successful in her field as anyone could ever be. Her passion completely guided her career. She taught me that it does not matter what I choose to do, it only matters that I do it with my whole self; zealously and humorously.

Unlike Julia, I do not aspire to be a chef. Brownies out of a box may just be the highlight of my baking career. Something I have been passionate about for my whole life, however, is teaching. The first traces of my excitement came from a summer camp that I founded when I was seven years old. Motivated by too many imperfect summer camp experiences, I established my ideal summer camp, one in which campers could choose their activities, from banana split tutorials to wacky hat-making. So that year it began, with seven five-year-old campers in my backyard. For six consecutive years, I ran my summer camp, each year tweaking and improving from the years before.

Chebeague Island, Maine, established a preschool in the spring of 2012, run out of a trailer by a recent college graduate. I volunteered as an intern. For three months, I helped organize for the summer and the following year. I took out the trash, cleaned, and sorted toys, all while studying how to incorporate educational material into preschool activities. I wrote curriculum and researched preschool regulations to ensure that we were in compliance. We created a safe classroom, an academic plan for the upcoming year, and a balance between learning and playing in the classroom. By the end of the summer the intern became the co-director of the summer preschool program.

This past June, I returned to the trailer to find the space and program in complete disarray. Since the previous summer, the preschool had seen two new directors and the latest was spread thin, juggling maintenance, finances and curriculum planning. My progress had not endured. After sulking for a week, I decided I was better suited to envelop Julia’s mentality. What did she do when she flipped a burger onto the ground? She smiled, laughed at the camera, picked it up, reshaped it a little, and kept right on going. So that’s what I did. I brought in a group of friends to clean and organize the trailer. I initiated a “lobster-roll” fundraiser, and Island lobstermen donated lobsters while their wives came together to pick meat from the shells. It was wildly successful and thrived on the community’s spirit. Then I worked to reinstate some sort of educational value into the summer program. We danced to Spanish and Ghanaian music, crafted wacky hats, and read books about the lobstering industry, an aspect of their community that is so significant.

My past two summers have been exhausting and all too frequently frustrating but ultimately the Chebeague Island Preschool, along with many other teaching experiences, has exposed me to the ground level of education policy in the United States. After this past summer my goal is to become a future U.S. Secretary of Education.

So my portrait of Julia is by my bedside to remind me. Remind me that throughout the tedium of my extremely busy life there is something that I am passionate about. To remind me that personality and humor are essential to success. And remind me that the sort of passion I need to succeed is not the type that will let me give in to small setbacks along the way.

What is the rhetorical situation/SOAPS for this letter (page 5) ? 

How does it incorporate each of the appeals?

HW: Read 13-22 in The Language of Composition Handout

Welcome, friends! 


Quick Intro to me and the course...

SNC and NU, daughter starting college. former environmental scientist, 7 years of AP rhetoric experience

The purpose of this course is “to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers” (College Board, AP English Course Description, 2010, p. 7).

By the way, this site is linked to my LT website and the web address is http://wesley3ap.blogspot.com/ (Make sure you are on the correct website! My 3AP and 4AP websites have similar content during the first few weeks of school as a I do an intro to rhetoric unit with both courses).

Weekly Schedule

Workshop Style Course ...Below is Typical Weekly Schedule (this week will be a little different)

Monday Topic Journals & MC critical reading

Tuesday Discussion and Reading

Wednesday Reading/Writing Workshop & AP Vocab

Thursday Reading/Writing Workshop and Assessment

Friday Discussion and Flex Day

The workshop approach is designed to provide more time in class for you to read and write and receive one-on-one feedback from me or your peers. A workshop approach increases opportunities for learning and promotes sanity for students.

The Rhetorical Situation: 2-3

Aristotelian Triangle 3-4

Homework:  Read 1-13 from The Language of Composition handout. Also, do the activity at the top of page 2.