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Best of AP Nonrequired Reading2nd Semester14 weeks until exam time!The AP Central website lists the following as “major desired outcomes” for the AP Language and Composition course:? Read from a variety of historical periods and disciplines? Identify audience, purpose, and strategies in texts? Analyze the types of arguments that writers use? Write formally and informally for a variety of audiences? Write expository, analytical, and argumentative essays? Understand their own writing process and the importance of revision? Recognize techniques in visual as well as verbal arguments? Synthesize ideas and information from various sources? Know how to interpret information presented in notes and citations? Use the conventions of standard written EnglishIn addition, students should gain rhetorical knowledge which they will apply in their own writing in order to:? Focus on a purpose? Respond to the needs of different audiences? Respond appropriately to different kinds of rhetorical situations? Use conventions of format and structure appropriate to the rhetorical situation? Adopt appropriate voice, tone, and level of formality? Understand how genres shape reading and writing? Write in several genresSecond semester planYou will read and analyze 3 selections per week. A “week” is defined as 5 days of meetings: M, T, W, Th, F. That means a “week” will actually take two “real-time” weeks to complete. Within that 5-meeting cycle, I will choose two of the readings and you will be free to choose the third one. This third selection must come from one of the classroom anthologies, or the author must be on the AP recommended reading list. Alternatively, it may come from a website I have recommended to you.For each selection that you read, you will be asked to analyze and write about it in different ways. The requirements will vary depending on what our emphasis is, so that we are “unpacking” the reading selections differently and you are learning lots of strategies for analysis. Most of the items that you read will be shorter works. The exceptions are the nonfiction books, and the handbook. There will be different rules and requirements for analysis of longer works versus shorter ones. Your analyses and conclusions will be recorded in a Writer’s Notebook or on a Google document that you maintain. I will collect some or all of these at the end of each 5-day cycle. Make sure everything has been completed on the last day of class (either a Thursday or Friday) that we meet in a 5-day (one “week”) cycle.As you are reading and commenting on each selection, you will also be involved in four major writing assignments.MAJOR WRITING ASSIGNMENT 1: A rhetorical analysis based on a released essay questionMAJOR WRITING ASSIGNMENT 2: An argument essay based on a released essay questionMAJOR WRITING ASSIGNMENT 3: A synthesis essay based on a released essay questionMAJOR WRITING ASSIGNMENT 4: A book review for your second nonfiction selectionRecommended Essays and Texts for AP English Language typical class activities:Warm-up: respond to a prompt or quote on the board- 5-minute quick-write.TED Talk: see REF _Ref156636098 \h Appendix G: for details.Discussions and questions related to weekly reading selections and analysis.Exercises on syntax, tone, images, diction, and other rhetorical aspects, from the book Voice Lessons.Discussion and questions related to weekly vocabulary words and their application.Peer and teacher conferences to get feedback on major writing assignments.Search strategies for finding new material to evaluate.Sharing and discussion of current events as it relates to your “KNOW STUFF” assignments.Taking practice tests (in parts) and discussing strategies for multiple choice and essay sections.Writing activities that focus on one part of the essay; for example, the introduction, a supporting paragraph, or conclusion. OR, focusing on the sentence level: working on structural variety and claim/data/warrant. OR, focusing on the “word” level to choose the right vocabulary in order to convey the exact meaning, tone, voice, and emphasis intended.Small group or whole-class discussions on given topics, such as released exam questions, sample responses, and scores; OR a writing tip you learned from your handbook; OR something related to the nonfiction book you’ve chosenEXPECTATIONSI will expect you to keep up with assignments, whether you “think” I am going to collect them or not. I will not announce in advance whether or not I am going to collect something. Come to class prepared. Late work will be accepted, but there will be a penalty to pay if you want to receive credit (more on this later, to be added in to the blog)Please bring the following to class every day:3-ring binder with dividers to hold readings and organize them—or another system of folders that works for you (or, if you are using Google docs, a laptop). You need to be able to hand in assignments while continuing to work on others—for this reason, a spiral notebook from which you can rip things out but not return them is not recommended.assigned readings with annotations,a collection of pens- different colors (NOT highlighters), pencils, erasers, white-out, andagenda/assignment bookRecommended but not required:a laptop (if requested, I can reserve one for you at the EVL; bring your own if you can)We will meet on a Saturday morning sometime this semester. Attendance is optional but, of course, highly recommended. Date TBA.NOTESWhen conducting your weekly research, you must use either APA or MLA citation style. For the annotated bibliography, you must use APA citation style. This is in keeping with the senior independent study projects, which are required to be documented in APA style. EVALUATION40%= Writer’s notebook: this is where you keep all of your notes, quick-writes, responses, “Know Stuff” assignments, analyses, and observations. A binder (3-ring) is best, so that you can take out & hand in whatever I ask for, AND you can continue to work on assignments if I happen to collect the entire binder. Some collections are posted on Sharepoint (such as the Friday “packets”); other collections (of notes or other daily assignments) will be unannounced. I will check to see that you are making your best effort and keeping up to date. Sometimes I will grade one or two assignments very closely; other times I will just glance at several pages and assign a completion grade. Optional: You may maintain a Google document for any or all of the above assignments, but in that case you must bring a laptop to class every day and ensure that you know how to organize, save, and share these.30%= Essays: This refers to the 3 practice exam essays which are written in class, plus your book review. 20%= Tests and quizzes: This refers to the graded practice multiple choice tests and the vocabulary/quotes quizzes. Quotes from the Phoebe Scholar Packs may also be included on the vocabulary quizzes, so even though you do not need to create any more Quotes Notecards, you should continue to study those quotes.10%= Other: this includes class presentations, preparedness, participation, attitude, punctuality, improvement, effort, willingness to go above and beyond (aka extra credit)See REF _Ref156108148 \h Appendix I: for more tips on how to get a great grade and make the most of this class.WEEKS 1-3: Critical Reading, Rhetorical Analysis Overview, Weekly “Know Stuff” Assignment, & Major Paper #1 (Rhetorical Analysis)We will begin with a review of the AP Language & Composition course goals and exams and take a closer look at the meaning of rhetorical analysisWe will also finalize the Toulmin analysis assignment of the nonfiction book you read over the winter break.In addition, students will:Take a practice essay (multiple choice section only). GRADEDRead and annotate the following essay about rhetoric: the webpage below and click on four links questions, scoring, and samples/commentary for the FRQs in any of the years posted. Take notes on what you see, paying special attention to patterns in the concepts and skills you will be practicing in order to prepare for the exam: and annotate the following essay about rhetoric (I will give you a copy in class): out this website about critical reading. Take notes as you read. Please click on every link (listed across the top) and read all the pages as assigned. on this link and the links below to read more about critical reading and writing. Take notes.Critical ReadingCritical WritingA SampleAnalysis of sampleWe will focus on the rhetorical analysis essay, looking at sample questions, answers, and feedback to the sample responses. We will discuss strategies for writing a rhetorical analysis, and finally, students will write a timed rhetorical analysis in class. Please see REF _Ref156108511 \h Appendix J: for details on this assignmentWhat Else You Should Be Doing:Read the “Know Stuff!” handout ( REF _Ref156108296 \h Appendix C:)and be aware that you will be expected to complete TWO of these at the end of every 5-day cycle. That means you do one per real-time week-- but don’t turn them in except on the last day (Thurs. or Fri. of a 2-week meeting period).Review the AP Vocabulary list ( REF _Ref156636280 \h Appendix F:). Make notecards for the first 5 words as instructed. You will be quizzed on these beginning in week 7. I may also include some of your quotes on these quizzes. Students are expected to define 5 new words per week (so, 10 words every 5 days of class), and are responsible for knowing all the words defined. Phoebe Scholar Pack quotes may also be included on these quizzes.Due at end of week 2: Toulmin analysis of nonfiction book Due at end of week 3: Your notes on the above readingsWeeks 4-7: Analysis of TONE and Major Paper #2 (Argument Essay)The process for annotating, researching, and analyzing readings will be reviewed.Students will take a practice essay (multiple choice section only). GRADEDIn class, we will use exercises from the book Voice Lessons in order to review diction, imagery, details, language, and sentence structure (syntax). As a class, we will read the following together:(weeks 4-5)"Inaugural Address" by Barack Obama"Should Batman Kill the Joker?" by Mark D. Whit and Robert Arp(weeks 6-7)"The Declaration of Independence" by Thomas Jefferson “The Island of Plenty" by Johnson C. MontgomeryIndividually, students will choose a third piece for weeks 4 & 5, and one for weeks 6 & 7, to read, annotate, research, and analyze. For each piece, the student will:Annotate it according to the guidelines listed here: research for ONE reading per cycle (research one of three each time), according to the guidelines listed on the AP Research handout REF _Ref283025662 \h Appendix A:Analyze it using the DIDLS approach (Appendix D:) and write a summary/reaction paragraph for it REF _Ref282782577 \h Appendix LDue at end of week 5: three selections annotated, analyzed with DIDLS (& one researched), plus summary/reaction paragraph for eachDue at end of week 7: three selections annotated, analyzed with DIDLS (& one researched), plus summary/reaction paragraph for eachWhat else should you be doing: Reading all links that are provided for you and take notes in your Writer’s Notebook (or print out the articles and annotate them. Keep them in an orderly binder or folder.Selecting the second nonfiction book you plan to read; begin reading and annotating it (must be finished by week 8)Selecting and reading a writer’s handbook to evaluate (must be finished by week 10). Please see REF _Ref156108171 \h Appendix B: for a list of options.Reading news articles and completing a “KNOW STUFF” assignment once a weekMaking vocabulary notecards as directed in REF _Ref156636280 \h Appendix F: studying for vocabulary and quotes quizzes (see Sharepoint calendar for quiz dates).Weeks 8-11: Visual Analysis and Synthesis EssayIn class, we will go over some terms, concepts, and methods for visual analysis as well as establish the criteria for website evaluation.Students must bring in a visual image from popular culture such as a print advertisement, press photo, album cover, magazine/book cover, or a movie poster. We will select a few to analyze together in class. Individually, students will choose a third piece (one for weeks 8-9 and one for weeks 11-12) to read, annotate, research, and analyze. It can be another visual, or it may be prose.Students will take a practice essay (multiple choice section). GRADEDWe will focus on the synthesis essay, looking at sample questions, answers, and feedback to the sample responses. We will discuss strategies for writing an synthesis essay, and finally, students will write an synthesis essay in class. Please see REF _Ref156108511 \h Appendix J:Individually, students will choose one other piece (must be prose, NOT a visual) for weeks 8-9 and one for weeks 10-11 to read, annotate, research, and analyze. For each piece, the student will:Annotate it according to the guidelines listed here: (for prose), OR use the guidelines in REF _Ref156108712 \h Appendix E: for visualsConduct research on one selection per cycle (one out of three) according to the guidelines listed on the AP Research handout REF _Ref283025662 \h Appendix A:Analyze each item using the SPATER approach for visuals or DIDLS Approach ( REF _Ref156108530 \h Appendix D:) for prose; write a summary/reaction paragraph for each prose item (but not the visuals).Due at end of week 9: three selections annotated, researched, and analyzed with DIDLS or SPATER, plus summary/reaction paragraph for prose itemDue at end of week 11: three selections annotated, researched, and analyzed with DIDLS or SPATER, plus a summary/reaction paragraph for prose itemWhat else should you be doing: Reading all links that are provided for you and take notes in your Writer’s Notebook (or print out the articles and annotate them. Keep them in an orderly binder or folder.Selecting the second nonfiction book you plan to read; begin reading and annotating it (must be finished by week 8)Reading your writer’s handbook (must be finished by week 12). Reading news articles and completing a “KNOW STUFF” assignment once a weekMaking vocabulary notecards as directed in REF _Ref156636280 \h Appendix F: studying for vocabulary and quotes quizzes (see Sharepoint calendar for quiz dates).Weeks 12-14: Prose Analysis Students will take a practice essay (multiple choice section only). GRADEDIn class, we will use exercises from the book Voice Lessons in order review diction, imagery, details, language, and sentence structure (syntax), and we will review the strategies to use for rhetorical analysisIndividually, students will choose a third piece to read, annotate, research, and analyze. It can be another visual, or it may be prose.As a class, we will read the following together:"What’s Eating America" by Michael Pollan"The Allegory of the Cave" by PlatoIndividually, students will choose a third piece for weeks 12-14 to read, annotate, research, and analyze. For each piece, the student will:Annotate it according to the guidelines listed here: research on ONE of the three selections, according to the guidelines listed on the AP Research handout REF _Ref283025662 \h Appendix A:Analyze it using the DIDLS Approach Appendix D: or the rhetorical analysis worksheet Appendix L (TBD later)Due at end of week 14: three selections annotated, researched, and analyzed with DIDLS (or rhetorical analysis worksheet).What Else You Should Be Doing:Reading news articles and completing a “KNOW STUFF” assignment once a week.Preparing a presentation based on information in your reader’s handbookReading your nonfiction book and your writer’s handbook.Making vocabulary notecards as directed in REF _Ref156636280 \h Appendix F:(last time); studying vocabulary and quotes for last quizWEEK 15 and beyond: WRAP-UP Book reviews for the second nonfiction book selectionAOB that needs to be finalizedJanuary 2011SundayMondayTuesdayWednesdayThursdayFridaySaturday1112Students return1314151617181920Toulmin Analysis due21Toulmin Analysis due22232425In-class essay: Rhetorical Analysis26In-class essay: Rhetorical Analysis27Notes on readings dueMultiple choice practice test 128Notes on readings dueMultiple choice practice test 1293031You must choose your 2nd nonfiction book and a writing handbook by the end of this week(Feb) 1(Feb) 2(Feb) 3(Feb) 4FEBRUARY 2011SMondayTuesdayWednesdayThursdayFridayS3031123Know Stuff #1 completedVocab. Notecards 1-5 completed4Know Stuff #1 completedVocab. Notecards 1-5 completed56789Know Stuff 2 completedVocab. Notecards 6-10 completed3 Analysis Due10Marking pd. 5 beginsKnow Stuff 2 completedVocab. Notecards 6-10 completed3 Analysis Due11holiday- no classes121314holiday- no classes15Multiple choice practice test 216Multiple choice practice test 217Quiz over vocabulary words 1-10Know Stuff 2 completedVocab. Notecards 11-15 completed18Quiz over vocabulary words 1-10Know Stuff 2 completedVocab. Notecards 11-15 completed192021In-class essay: The Argument22In-class essay: The Argument23243 Analysis DueKnow Stuff 3 completed253 Analysis DueKnow Stuff 3 completed262728CWW 11th & 12th gradesMarch 1CWW 11th & 12th grades2CWW 11th & 12th grades3CWW 11th & 12th grades4CWW 11th & 12th grades5MARCH 2011SunMonTueWedThuFriSat272812Vocabulary quiz 2: 20 words plus quotes3Vocabulary quiz 2: 20 words plus quotesKNOW STUFF 5 and notecards for 21-25 completed4KNOW STUFF 5 and notecards for 21-25 completed5678910 3 analyses dueKNOW STUFF 6 and notecards for 26-30 completed11 3 analyses dueKNOW STUFF 6 and notecards for 26-30 completed121314 Finish writing handbook by the end of this week15 Quiz 3: 30 words plus quotes16 Quiz 3: 30 words plus quotes17 KNOW STUFF 7 and notecards for 31-35 completedIn-class: SYNTHESIS essay18 KNOW STUFF 7 and notecards for 31-35 completedIn-class: SYNTHESIS essayEnd of MP 619202122 MC practice test 323 MC practice test 33 analyses dueKNOW STUFF 8 and notecards for 36-40 completed24 3 analyses dueKNOW STUFF 8 and notecards for 36-40 completed25 3-Way Conferences: no classes for HS students262728 Finish NF book by end of week29 Student-led writing tips30 Student-led writing tips31 Student-led writing tipsQuiz 4: 40 words plus quotesKNOW STUFF 9 and notecards for 41-45 completed1 Student-led writing tipsQuiz 4: 40 words plus quotesKNOW STUFF 9 and notecards for 41-45 completed2APRIL 2011SunMondayTuesdayWednesdayThursdayFridaySat2728293031Student-led writing tipsQuiz 4: 40 words plus quotesKNOW STUFF 9 and notecards for 41-45 completed1Student-led writing tipsQuiz 4: 40 words plus quotesKNOW STUFF 9 and notecards for 41-45 completed234567KNOW STUFF 10 and notecards for 46-50 completed8KNOW STUFF 10 and notecards for 46-50 completed91011Quiz: 50 words plus quotes12Quiz: 50 words plus quotes13MC practice test 414MC practice test 43 analyses due (last time)153 analyses due (last time)161718 Easter Break19 Easter Break20 Easter Break21 Easter Break22 Easter Break232425Staff development day: no classes for students26272829Marking pd 7 begins30Appendix A:Research on AP Readings Choose a broad topic (or two), such as the author, subject, time period, or intended audience for the piece you are reading, and type them at the top of a word document…save. If the reading had some challenging vocabulary, you may also choose “vocabulary” as a topic (no need to use citations for definitions). Under each topic, write down questions that you THINK you may want to answer about that topic in the process of your research. …save.Find at least 3 good (credible, reliable…) sources that seem to answer one or more of your questions. I suggest starting with Wikipedia, click on the links to see if any of them look promising, then try a wider search using Google or another suggested website. At times, I will require that you use the school’s EBSCO databases for at least one of your sources.List these on the word document, under each broad topic,?in either APA or MLA format, whichever you have decided to use.Also include a hyperlink to any of those that are web-based….save (NOTE for APA the hyperlink will be a part of the citation anyway, but MLA does not require this anymore... make sure you include it so you can go back to it later if necessary). Based on your search for sources and the information you encountered (or not), narrow your list of questions to 5 really good ones (HINT: combine one or two simpler questions into a more complex one-also why, how, and what questions are better than who, where, when…).Now, go back to your source list and begin taking notes. Here is the EASIEST WAY.Open two windows, the source (if on Internet) and the word document you have been buildingAs you read the source, list information you find that goes with your questions. List the facts/info as bullet points directly UNDER the source listing in the document.Do this for EVERY source (try to get 3-4 facts minimum from each source or add sources if some have limited information).Besides listing facts that address your questions, take notes on any other information you find interestingEXAMPLETOPIC: Lady Mary Wortley Montagua. Where was she from and what is she famous for?b. Is she related to anyone famous?c. Who were her daughter and granddaughter?d. What type of relationship did she have with her daughter & granddaughter?e. What happened to her that made her hold these opinions about marriage?f. To whom was she married?g. What type of education did she have?SOURCESLady Mary Wortley Montagu. (2010, October 3). In Wikipedia, The Free Encyclopedia. Retrieved October 18, 2010, from tried to get her to marry someone elseFather was an EarlFamily supposedly was friends with Shakespeare-- he used their name in R & J b/c he liked itLady Mary Wortley Montagu, 1689-1762. (2006, February 22). In The Montague Millenium: 1000 Years of Worldwide Family History. Retrieved October 18, 2010, from , Edward, born 1713; daughter, Mary, born 1718had a bad relationship with sonwanted her granddaughters to get an education but not to marryhusband, Edward Wortley Montagu, was known for passing early copyright lawshe was past 30 when he married her (considered old for that time)at this time, many women did not survive the first 10 years of marriagewon her future husband over by being smart and interestingOnce said: “The one thing that reconciles me to the fact of being a woman is the reflexion that it delivers me from the necessity of being married to one."Little, J. (Host), & Brown, S. (Guest). (2006, April 6). Lady Mary Wortley Montagu [Audio file]. Retrieved October 18, 2010, from convention; was a “woman before her time”had a well-known circle of friendshusband was not aristocratic enough acc. to her fatherhad to elope-- this was a big scandallived apart from husband in Europe for 15 years (very scandalous for a woman at that time)was chasing a younger man in Europeloved the food, dress, culture of Turkeymost famous for bringing smallpox innoc. to Europe; persuaded royal family to use it; used it on her own son as wellwas close to Alexander Pope but had a sudden fallout w/ him; reason is unknownTOPIC: VocabularyWhat do the following words mean:epistle: a specially long, formal letterplagiary: the crime of literary theft (plagiarism)solicitude: a feeling of excessive concerninveterate: chronically: in a habitual and longstanding manner Appendix B:Suggested Readings: Nonfiction, & Writing Handbooks(please see me if you want to read a book not listed here)Writing Handbooks Books available in the library:The Everyday Writer - Andrea A. LunsfordThe Craft of Revision - Donald M. MurrayPocket Style Manual- Diane HackerElements of Style- Strunk & White Free online handbooks: Books:Freakonomics, Steven Levitt and Stephen DubnerEverything Bad Is Good For You, Steven JohnsonNickel and Dimed, Barbara EhrenreichBanker to the Poor, Muhammad YunusThe World is Flat, Thomas FriedmanThe Trouble with Islam, Irshad ManjiThe World Without Us, Alan WeismanThe Botany of Desire, Michael PollanThe Shock Doctrine, Naomi KleinFifteen Days, Christie BlatchfordThe Logic of Life, Tim HarfordGeneration Rx, Greg CritserLies My Teacher Told Me: Everything Your American History Textbook Got Wrong, James LoewenThe Gift: Creativity and the Artist in the Modern World, Lewis Hyde28: Stories of AIDS in Africa, Stephanie NolenLong Way Gone: Memoir of a Boy Soldier, Ishmael BeahBotany of Desire, Michael PollanFat Land (Greg Critser) ??The Omnivore’s Dilemma, Michael PollanInto the Wild, Jon KrakauerCod: The Biography of the Fish that Changed the World, Mark KurlanskySalt: A World History, Mark KurlanskyNickel and Dimed, Barbara EhrenreichKaffir Boy, Mark MathebaneBlack Like Me, John GriffinTipping Point, Malcolm GladwellJohn Adams, David McCulloughCollapse, Jared DiamondThe Year of Magical Thinking, Joan DidionBlood Done Sign My Name, Timothy TysonThe Selfish Cell, Richard DawkinsAnatomy of a Face, Lucy GreelyA Sense of the World, How a Blind Man Became History’s Greatest Traveler, Jason RobertThe Secret Life of Lobsters, Trevor CorsonEnrique’s Journey, Sonia NazarioThe Soloist, Steve LopezThe Undertaking: Life Studies from the Dismal Trade, Thomas LynchBrother, I’m Dying, Edwidge DanticatHow to Talk about Books You Haven’t Read, Pierre BayardThe Forever War, Dexter FilkinsMountains Beyond Mountains: The quest of Dr. Paul Farmer, a man who would cure the world, Tracy KidderStrength in What Remains, Tracy KidderZeitoun, Dave EggersJustice: What’s the Right Thing to Do? Michael J. SandelAppendix C:Know Stuff!In order to be critical members of society (and successful in this course/the AP exam), you have to know what is going on in the world around you. ?You also need to know that “just the facts” can be sometimes considerably more or less than the facts, depending on what the news source would like you to believe.Assignment:Find a current news item – NOT an opinion piece.Write a short (one or two paragraphs) rhetorical analysis of the item, focusing on the elements discussed in the “Understanding Misunderstandings” article. Be sure to include an analysis of the writer’s/article’s bias. Tthis should be about 5-10 sentences and should be supported with evidence from the text.You must rotate among conservative, liberal, and non- U.S. news sources.Two of these are due after each 5-day meeting cycle—so, they will be due on either Thursday or Friday every other week. Try to do one per “real-time” week; do not wait until Wed/Thurs night to complete two of these assignment.You may choose a news source not on the list, but it must be reputable – if in doubt, just clear it with me first.Conservative:Wall Street JournalChristian Science MonitorThe New RepublicFox NewsForeign:Al Jazeera (Qatar)Deutche Welle (German)NRC Handelsblad (Dutch)BBC (British)Liberal:St. Louis Post-DispatchCNN(?)NPRThe New York TimesSalonNewsweekSlateNBC/CBS/ABCMSNBCNote: ?A writer may have bias. ?A writer may be biased toward or against something. ?A biased writer must be read carefully. Source: Chapman, Rita. Know Stuff! Retrieved from D:D-I-D-L-SDirections: Analyze each selection that you read by commenting on each of the following aspects. Write 3-5 sentences for each, citing specific examples from the text where possible.DICTION The author’s choice of words and their connotations What words appear to have been chosen specifically for their effects?What effect do these words have on your mood as the reader?What do they seem to indicate about the author’s tone?IMAGERYThe use of descriptions that appeal to sensory experienceWhat images are especially vivid? To what sense do these appeal?What effect do these images have on your mood as a reader?What do they seem to indicate about the author’s tone?DETAILSFacts included or those omittedWhat details has the author specifically included?What details has the author apparently left out? (NOTE: This is only for analysis. Do not write about these omitted details in an essay.)What effect do these include and excluded details have on your mood as a reader?What do these included and excluded details seem to indicate about the author’s tone?LANGUAGECharacteristics of the body of words use (slang, jargon, scholarly language, etc.)How could the language be described?How does the language affect your mood as a reader?What does the language seem to indicate about the author’s tone?SYNTAX The way the sentences are constructed Are the sentences simple, compound, declarative, varied, etc.?How do these structures affect your mood as a reader?What do these structures seem to indicate about the author’s tone?Adapted from AP Language & Composition course handoutAppendix E:SPATER: A method for analyzing visual media (cartoons, photographs, drawings, advertisements, video, other visuals) Directions: Please number and label each response. ??Each section should be two-three sentences minimum. ?Provide specific textual support and analysis for each response. 1. S – Subject: Analyze the subject of the image. Explore the possibility of a larger, implied subject beyond just the immediate, obvious subject itself. Discuss the context / occasion of the image. 2. P – Purpose: Define the implied and /or explicit purpose of this image. Remember that purpose must go beyond informing and must be connected to a specific action. Examine any political implications of the image. ?Could the image be considered propaganda? Analyze how the image furthers an agenda. 3. A – Audience: Identify the forum (magazine, newspaper, website) for which the image was created. ?Analyze how the original placement of the image is connected to audience. ?Determine whether the audience has changed and / or expanded over time. Describe the characteristics of the primary and secondary audience. 4. T – Tone: ?Analyze the tone that the creator (photographer / artist / cartoonist) of the image has toward his / her subject. Explain how the tone is communicated to the audience. ? 5. E – Effect: Analyze the intended effect the image has on the audience. Explore the possible unintended effects of the image. 6. R - Rhetorical Devices / Strategies: ?Analyze the rhetorical devices (strategies) and appeals (ethos, logos, pathos) implied or made explicit in the image. ?Explain how those appeals function. Grading Rubric: 30 points Superior ????(8 - 10) Acceptable ???(6- 7) Inadequate ??????(0 - 5) 1. _____________/10 Depth of Analysis 2. _____________/10 Understanding of Rhetorical Functions 3. ?____________/ 10 Appropriateness of Textual Support source: Retrieved from Appendix F:Top MC Terms from Released AP Language Exams (and how many times they appeared on the exams)CULLED FROM MULTIPLE CHOICE TESTS: RELEASED EXAMS (2007, 2001) AND CliffsAP ENGLISH LANGUAGE AND COMPOSITION—TOTAL OF EIGHT M.C. TESTSDirections: You must define 5 terms for every weekly cycle. Please put the word and its definition on the front side of a notecard. On the back, put an example. Add other examples as you encounter them in your readings. This list repeats some terms. When you come to a word that you’ve already defined, skip it and do the next word. These words will appear on your Phoebe Scholar Pack quizzes.TERMS: (too numerous to count)simile and metaphor colloquialpersonificationunderstatement and overstatementparadoxsyllogismparallel constructionrhetorical purposehyperbolecan be inferred—asked several times on every testallusions—historical and literary mostlyad-hominem (surprisingly, the only fallacy mentioned in these tests)TERMS USED 2-5 TIMESironyanecdoteanalogyallegoryaphorismappeals—mostly authority and pityoxymoroninnuendorhetorical questioneuphemismsatireantithesisapostrophealliterationjuxtaposecause and effectTERMS USED ONCEmotifstream-of-consciousnessinvectiveorganization of essaypoint-of-viewonomatopoeiaconnotationjargonparodydiatribeVOCABULARY—MANY OF THESE ARE TONE WORDS-number indicates how many times word usedinfidel prudent didactic vexpernicious fervent vanquish feignambivalence gratuitous emulate pious (2)zealous cynical petulant mordantdiatribe despotism ignominy callousvoracious punctilious pedantic(2) dyspepticcondescending (3) pedestrian consecrate tacitcloistered exhort embellishment doggerelburlesque hypocrisy complacent dogmaticintegrity bellicose languid pragmaticGRAMMAR—SYNTAX TERMSadverbial clauses modifiers antecedent subordinate clauses participial phrases predicate nominative SENTENCE: loose, periodic, compound, complex, simpleLITERATURE TERMS AND VOCABULARY—CULLED FROM RELEASED EXAMS (1994, 1999, 2004), AND 5 STEPS TO A 5.TERMS(too numerous to count)simile & metaphor (including extended)irony (including dramatic)understatement & overstatementhyperbolemaking inferencesTERMS USED 2-5 TIMESparallel structurerhetorical questionspersonificationapostropheanalogyshifts in point-of-viewcircular reasoningsynecdoche paradoxsatirecontrast (including ironic)cause and effectepigramcolloquialoxymoronconceit iambic pentameter elegy free verseVOCABULARY (NUMBERS INDICATE TIMES USED)—INCLUDES TONE WORDSparapet advocate degradation pensivephilanderer implacable vitriolic discernexhortative (2) pedantic (3) ambivalent (1)epiphany denigrating imperious apoplecticcaricature ambiguity didactic effusivebulwark animistic mendacious pompousdeluded dissipation discursive secular (2)sardonic (2) supercilious capricious scrutinycondescending omniscientGRAMMAR AND SYNTAXdirect object appositive indirect object pronounmodification simple sentence qualifiers complex structure Appendix G:Video Analysis GuideDirections: Use the following topics to guide your thinking as you view today’s video. I will instruct you to focus on only a few topics. Discuss these with your group, and respond to the questions specified by me. Please write your answers in your Writer’s Notebook or on a Google document.Name of document or text (if no title is provided, give a descriptive name; for example, "Energizer Commercial"):Author (if no author is specified, give name of company, sponsor, etc.):Implied author:Implied audience:Intended audience:Purpose (this is the purpose you believe the author/advertiser had in mind when he/she created the text. The purpose of an Internet company's television ad might be to get you to remember and go to their web page later. Texts can have more than one purpose.):A. Verbal StrategiesStrategyEffect (intended, real, or both)Figurative language (metaphor, simile, symbolism, etc.): Patterns of opposition: Appeal to emotion or self-interest: Logical fallacy (false analogy, false use of authority, non sequitur, red herring, post hoc, ergo propter hoc, straw man, guilt by association, ad hominem attack, etc.): Appeal to authority (use of research, statement of credibility of author, etc.): Rhetorical devices (tropes) C. Aural StrategiesStrategyEffect (intended, real, or both)Narrator (gender, type of voice, etc.): Music/soundtrack: Sound effects: Appendix H:Homework PolicyHomework due dates are posted on Sharepoint, and reminders will appear on the Homework/Discussion page of my blog as well.All homework is due at the beginning of class. If it not completed when you walk in the door on that day, it is late. Please do not attempt to finish incomplete homework in class. You will miss out on new & important information, and since it is already late, you are not gaining anything by attempting to turn it in during the middle or end of class.Some homework will be checked for completion; at other times I will collect and grade it for content. Late work: Work that is turned in after the due date can still receive full credit. However, for each late assignment, there is “interest” to pay. “Interest” refers to an extra assignment you will have to complete and turn in along with the original assignment. As long as you do the assignment, with interest, before the quarterly deadline, it will be given full credit. “Interest” for different types of assignments will be posted on my blog. If you need to make up an assignment for which no interest has been created, please let me know.If your grade drops to 2.2, you will be expected to do remediation. In most cases, a low grade is the result of missing assignments. To remediate, determine which assignments are missing and complete them, along with the interest. Assignments may also be redone, with interest, if you want to try for a higher grade.At the end of each quarterly deadline, I will enter a grade of “1” for any missing assignments. This grade will not change. The deadline is set. If you wait until the day before the deadline and attempt to make up missing or poorly done assignments, and you do not do the “interest” correctly, there are not more chances. Plan ahead. Because all homework assignments are posted on my blog, you are expected to keep up even if you are absent for any reason. Coming to school after a day’s absence, and expecting an extra day to turn in something that was collected while you were gone is unacceptable most of the time. I will make exceptions to this rule on a case-by-case basis-- for example, if you were so sick you could not possibly do any work; if you did not have access to a computer or the Internet during your absence; etc. Please do not forget that if/when you do not understand how to do something, I expect you to problem-solve. Problem-solving might mean using some of the links provided for you on my blog, calling a friend, or emailing me at mrsterry.thomas@ I will usually get back to you within 12 hours or less.Responsible Use of TechnologyI am a big proponent of technology and using it to enhance your school experience. In this class, plan to use, or learn to use the computer as well as possible. You should be comfortable uploading documents & images, using word processing programs, using Google docs, bookmarking websites, searching for information on the Internet, and following basic “netiquette”. If you are not, you need to ask me how to do something when the time comes. Not knowing how is not an excuse.I encourage you to bring a laptop to class. Keep in mind that once you enter the classroom, your computer is no longer an entertainment tool-- it is an educational one. Anyone who uses the laptop inappropriately in class will lose the privilege for the day (after the first offense); for the week (after the second offense), and for the year (third offense). If this happens, you will be stuck learning with Stone-Age tools such as dead tree products and pencils.The same holds true for Blackberries and other hand-held devices. I recognize that many students use their Blackberries for sending themselves reminders, taking photos of the whiteboard, and even word processing. While I would prefer that you not do this-- I’d prefer that you actually copy the notes on the board, write the reminders in your agenda, or use a full-size keyboard for word processing, I’m not interested in policing these behaviors. So, yes, you can use your Blackberry for school-related tasks. However, if you choose to use it inappropriately, the consequences for first, second, and third offenses as described above will apply.Appendix I:Ways to Demonstrate Initiative and Intellectual Curiosity Search for and share related readings each weekDuring class, look up unfamiliar words in the dictionary or on the computer immediatelyDon’t ask me to repeat directions, things written on the Sharepoint calendar or on the white board--Try 3 Then Ask Me—check before asking out loudWait until I finish speaking and THINK before asking clarifying questionsRead for pleasure no matter how busy you are—even just 15 minutesTake advantage of my email mrsterry.thomas@ or tthomas@cng.eduMake an appointment to work with me during or after schoolCome into class and open your notebook to the homeworkStop talking during announcementsApproach me at a good time to find out what you missed when absent instead of mobbing me at the beginning of class when I have to take attendance, organize, and complain about the computer not working againStart thinking symbolically and look for patternsSit next to someone new or unfamiliarKeep a tally of how many times you contribute during class on a scrap paper—you will be surprised at the resultsDazzle with your sense of humor, not just verbally but in papersStop being modest and show off how smart you are in discussion, in papers and on testsUse more sophisticated vocabulary in conversation and in draftsMultitask when you can but recognize when it is better to focus on one thing and then do itBe kind even when you really don’t want to—see other points of viewMaintain perspective—it’s hardly ever about YOUPay attention to everything around you—observe, read, listen to people, TV, radio, movies, magazines, newspapers, internet, nature; watch jeopardy, play Trivial Pursuit, will yourself to rememberBe interested. As my high school math teacher used to say, “Interested people are interesting; bored people are boring.” He was right. Adapted from: Schmidt, K. (2011). Essential handouts. Retrieved from J:In-Class Timed EssaysThe Argument EssayAfter looking at several released exam questions of this type, students will be given a passage and essay question (from a released exam) and will be asked to write an argument (defend, refute, or qualify) of it in class. A scoring guide will be provided along with the question. After the essays have been graded, you will have the option of conferencing with me to discuss ways that they could improve this essay. You may re-submit it to me for re-grading within a given time period (as indicated on the Sharepoint calendar).The Rhetorical Analysis EssayAfter looking at several released exam questions of this type, students will be given a passage and essay question (from a released exam) and will be asked to write a rhetorical analysis of it in class. A scoring guide will be provided along with the question. After the essays have been graded, you will have the option of conferencing with me to discuss ways that they could improve this essay. You may re-submit it to me for re-grading within a given time period (as indicated on the Sharepoint calendar).The Synthesis EssayAfter looking at several released exam questions of this type, students will be given a synthesis essay prompt (from a released exam) and will be asked to write an essay in class. A scoring guide will be provided along with the question. After the essays have been graded, you will have the option of conferencing with me to discuss ways that they could improve this essay. You may re-submit it to me for re-grading within a given time period (as indicated on the Sharepoint calendar).Appendix K Basic Questions for Rhetorical Analysis Source: Burton, Silva Rhetoricae, Directions: Answer each question as completely as possible. Always provide an example or evidence from the text (“how do you know?” when possible). What is the rhetorical situation? ? What occasion gives rise to the need or opportunity for persuasion? ? What is the historical occasion that would give rise to the composition of this text? Who is the speaker? ? How does he or she establish ethos (personal credibility)? ? Does he/she come across as knowledgeable? fair? ? Does the speaker's reputation convey a certain authority? What is his or her intention in speaking? ? To attack or defend? ? To exhort or dissuade from certain action? ? To praise or blame? ? To teach, to delight, or to persuade? Who make up the audience? ? Who is the intended audience? What is the content of the message? ? Can you summarize the main idea? ? What are the principal lines of reasoning or kinds of arguments used? ? What topics of invention are employed? (definition, division, comparison, relationship, circumstances and testimony? In the "relationship" topic of invention, a rhetorician might investigate cause and effect, or contradictions between things as a way to frame an argument.)? How does the author or speaker appeal to reason? To emotion? What is the form in which it is conveyed? ? What is the structure of the communication; how is it arranged? ? What figures of speech (schemes and tropes) are used? ? What kind of style and tone is used and for what purpose? How do form and content correspond? ? Does the form complement the content? ? What effect could the form have, and does this aid or hinder the author's intention? Does the message succeed in fulfilling the author's or speaker's intentions? ? For whom? ? Does the author/speaker effectively fit his/her message to the circumstances, times, and audience? What does the nature of the communication reveal about the culture that produced it? ? What kinds of values or customs would the people have that would produce this? Appendix LRhetorical Analysis Summary & Reaction ParagraphDirections: Use the argument template below to explain what argument is being presented in each essay, what rhetorical strategies are used, and what you think about that argument. Support your own viewpoint and be prepared to identify what rhetorical strategies you are using. For this assignment, do not attempt to fill in the blanks below. Use a separate piece of paper and write out the sentences below in full. The general argument made by author X in her/his work _____________(title)_____________ is that ________________________. ?More specifically, X argues that ______________________. ?She/He writes, “____________________.” ?In this passage, by ______________________, X is suggesting that ___________________. ?Another argument made by X is that _______________. This argument is developed by _______________________. A third argument is that _________; this argument makes use of ___________________________. In conclusion, X’s belief is that __________________________.In my view, X is wrong/right, because __________________________________. ?More specifically, I believe that ______________________________. ?For example, ____________. ?Although X might object that __________________________________, I maintain that _______________________. ?Therefore, I conclude that ___________________________. ................
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