ALL: Please bring your typed, completed I-CE #4 papers to Monday's class. If you would like feedback on your paper this weekend, feel free to send it to me by 2:00 p.m. this Sunday, Feb. 23. Here is my email address: pbratnob@sowashco.k12.mn.us.
B. ALSO FOR MONDAY'S CLASS: Arguing about a Relationship.
Carefully study the AP Argument prompt for 2013 (in italics, below). The 2012 and 2013 argument prompts both asked students to define and argue about relationships.
For Monday's class, prewrite an essay in response to the 2013 prompt, taking a firm position on the relationship between ownership and one's sense of self. Compose an introductory paragraph and then list the evidence you would use. Thus, the page you bring to class on Monday will consist of an opening paragraph and a list of evidence. Choose at least three distinct pieces of "appropriate evidence from your reading, experience, or observations to support your argument." (Some of you may find it easier to simply write out a whole essay. If that's true of you, please go ahead.) We'll talk about essays of definition and "relationship" arguments this week.
Here's the prompt:
For centuries, prominent thinkers have pondered the relationship between ownership and the development of self (identity), ultimately asking the question, “What does it mean to own something?” Plato argues that owning objects is detrimental to a person’s character. Aristotle claims that ownership of tangible goods helps to develop moral character. Twentieth-century philosopher Jean-Paul Sartre proposes that ownership extends beyond objects to include intangible things as well. In Sartre’s view, becoming proficient in some skill and knowing something thoroughly means that we “own” it.
Think about the differing views of ownership. Then write an essay in which you explain your position on the relationship between ownership and sense of self. Use appropriate evidence from your reading, experience, or observations to support your argument.
ENHANCED CREDIT OPPORTUNITY
For many, the long weekend offers an unexpected opportunity to take a full-length AP Exam. I will happily award 25 unscheduled "enhanced credit" points to AP English students who (A) choose three essays from any given year on AP Central and write them; (B) take a full-length Multiple Choice test (55 +/- questions in 60 minutes -- see Links to Multiple Choice tests, below; or take one in a practice booklet); and (C) bring their results to class on Monday, Feb. 24.
Partial EC for partial completion: 5 points per essay. 10 points for a completed Multiple-Choice test.
This is your "Honeycrisp Apple Pic" for the 2nd Trimester. Try to take it today, or this weekend.
*Many of you will improve your English grades by doing this.* Please remember that you will still, despite the many Polar Vortex interruptions, receive a Writing Grade that controls 70% of your trimester grade in AP English. But many of you are currently looking at grades of B and C for the Writing Grade, particularly those whose first three I-CE scores have been all 3s, 4s and/or 5s. By adding 25 new points to your "30%" -- that is, to your in-class scores for homework, vocabulary quizzes, Tim O'Brien, et al. -- you can still significantly raise and/or fortify your overall grade.
Better still -- grades aside -- taking a full-length AP English exam today will help to train you for the exam this May. By taking a simulated full-length exam, you will learn a lot about how the AP exam feels.
Links to Multiple-Choice tests Online: Answers at the Back of Each M-C set.
Multiple-Choice Set A
"Peterson" sets of M-C questions (See Practice sets I, II, and III in the Table of Contents)
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