AP Language & Composition: The Writing Course: Calendar of Assignments, September - December, 2014. (To see the current assignment, please scroll down to today's date.)

Thursday, September 4, 2014

Calendar of Assignments, September - December, 2014. (To see the current assignment, please scroll down to today's date.)

Thurs., 9/4*
In class: Free Rice. Discuss the elements of Rhetorical Analysis. Discuss Einstein's letter to Phyllis Wright. Collect your rough outlines. Assign Florence Kelley's essay. More on the AP Exam (esp. in 5th Pd.).

Note the upper RH Corner of this blog (-->). You will see the words for Monday's Vocabulary Quiz.

P.M. Read Florence Kelley's essay and -- in the blank space on the back side of the AP essay -- please list a sequence of at least three rhetorical strategies you think she uses in addressing her audience of Philadelphia Suffragettes.

Friday, 9/5
In class: Assemble a hypothetical Florence Kelley essay from the strategies you list. (PB to write this essay over the weekend.)

This Weekend: Review the vocabulary words. Make progress in your non-fiction reading selection. We will begin in earnest on Monday, Sept. 15. You will be expected to know your book by 9/15.
(Team of Rivals, by Doris Kearns Goodwin. Dress Your Family in Corduroy and Denim, by David Sedaris. Blink, by Malcolm Gladwell. The Immortal Life of Henrietta Lacks, by Rebecca Skloot. The Autobiography of Malcolm X, by Malcolm X, with Alex Haley.)

Monday, 9/8
In class: Vocabulary Quiz. Read Mr. Bratnober's essay. Discuss other essay possibilities. More on the AP exam. Reading assignment in LOC to be announced.

P.M. Please read the three student essays on the AP Central website. Then read Mr. Bratnober's Florence Kelley essay. What virtues am I trying to get at in my lengthy, sprawling typed essay? What am I trying to emphasize, even though my essay is absurdly long and somewhat overdeveloped. :)

Tuesday, 9/9
In class: Discuss the four Florence Kelley essays. Assignments and activities TBA.

P.M. AS NOTED IN CLASS, please read pp. 10-27 in The Language of Composition (LOC) for Thursday's class.

Wednesday, 9/10
In class: Read Barbara Ascher's essay "On Compassion," in 50 Essays. Begin to study essays -- for mind-expanding fun, for new understanding of the world (in this case, the world of New York), and for a few hints about how they create the Multiple-Choice questions on the AP Exam.

P.M. Please complete your reading of pp. 10-27 in LOC. If there is some kind of quiz, assessment, or discussion process on Thursday, it will help you to have these notes.

Thurs., 9/11
In class: Brief discussion of Sept. 11, 2001. Then, quiz/assessment/discussion process regarding LOC, pp. 10-27. If time, begin reading LOC, Chapter 2, on Close Reading Analysis.

NOTE: Please remember that you should be finished with your Non-Fiction selection from the WHS Summer Reading list by Monday's class on Sept. 15.

NOTE: Don't forget to bring your marbled journal notebook to class on Friday!

P.M. Please read and take notes on pp. 34-51. Read ten or so pages tonight and finish the rest in Friday's class.

Friday, 9/12
In class: Finish reading any & all pages you haven't read in LOC (pp. 34-51). If you're all done, it will be fine if you go forward in the text: go up to page 59 if you can. You will be writing an essay this weekend!

WEEKEND READING: Over the weekend, please finish reading Chapter 2 of The Language of Composition. As part of your preparation for Monday's class, please draft an essay in response to the JFK prompt (page 57, at the bottom). Please bring your essays to class on Monday. Essays should be 2-3 pages, typed -- double-spaced, one-inch margins, 12-point font.

NOTE:
I will try to create a Turn-It-In.Com "receptacle" for these JFK essays. If you feel that you can submit your essay via Turn-It-In.Com, so much the better! I will try to read all your essays Monday night, and/or during Tuesday's In-Class AP Essay of Rhetorical Analysis.

Monday, 9/15
In class: Finish our discussion of Chapter 2. Look at 2-3 of the Kennedy essays if there are some to share on TurnItIn.Com. Discuss Wednesday's AP ESSAY of Rhetorical Analysis!!! Mr. Bratnober will post the assignment for the Multi-Draft Essay of Rhetorical Analysis on ClassJump.

P.M. Homework: Read Richard Louv's piece on the separation between people and nature, the text for the 2013 AP Free Response Question of Rhetorical Analysis (Question 2). As you study Louv's short essay, think about his rhetorical strategies. Then, please turn to the Student Responses & Scoring Commentary posted on AP Central and see what two American high school students had to say about it sixteen months ago, in May 2013.

ALSO, please note that the Assignment for the Multidraft Essay of Rhetorical Analysis is now on the ClassJump page for our course.

Tuesday, 9/16
In class: We will discuss Chapter 2 of LOC, the JFK prompt, and the Louv essay. Please be prepared!
I suggest that you consult AP Central for past rhetorical analysis essays, plus LOC Chapter 2; and (2) that you go to bed earlier! Please bring a pen with dark ink (black or dark blue) to Wednesday's class; also, please bring some lined paper -- at least 2-3 sheets. Good Luck tomorrow!

Wednesday, 9/17
In class: OUR FIRST IN-CLASS AP ESSAY: I-CE #1. [Contrary to my earlier note, I intend to return your JFK essays this Thursday, 9/18.]

P.M. Please go online and read the student essays in response to Tuesday's I-CE #1 (You'll know the date of the source essay because you'll have the prompt in hand.) . Also, please read Amy Tan's essay "Mother Tongue" (LOC… see the Table of Contents).

Thursday, 9/17
In class: Briefly discuss Wednesday's essay (scoring on Friday). JFK papers back to you. Q & A about the Multi-Draft Essay of Rhetorical Analysis. DUE DATES. Begin a discussions process for "Mother Tongue." We'll score Wednesday's essay in class this Friday. (Please remember: this is the first of five I-CEs!).

P.M. Please go online and read the AP Scoring Guidelines, the three student essays in response to the Rhetorical Analysis FRQ (Question 2) (LF), and the AP Scoring Commentary. Also, please read the WHS student essay from 2012. (You'll know the scores of the first three -- please see if you can guess the score I assigned to the WHS essay.)

COMING SOON: Extra Credit opportunity for Radio Plays.

Friday, 9/18
Complete our discussion of "Mother Tongue." WE WILL THEN SCORE WEDNESDAY'S AP ESSAYS. Consult the scoring guides if necessary. Also, time permitting, we'll launch Magic Friday.

Weekend Reading: Read Sherman Alexie's essay "Superman and Me." We'll try to take an open-book quiz (AP Multiple-Choice style) this Monday.

Monday, 9/21
AP Multiple-Choice Quiz on "Superman and Me." We will then launch a discussion of the Politics essays (Chapter 13) in LOC. DEADLINE REMINDERS ABOUT THE MULTI-DRAFT ESSAY.

P.M. TBA. (Work on your Multi-Draft Essay (M-DE) now, soon, please!)

Tuesday, 9/22
In class: Read and Discuss Jamaica Kincaid.

P.M. (Work on your M-DE.)

Wednesday, 9/23
In class: Read and Discuss Jamaica Kincaid.

P.M. (Work on your M-DE)

Thursday, 9/24
In class: Read and Discuss "A Modest Proposal."

P.M. (Work on your M-DE.)

Friday, 9/25
In class: U. OF M. // WALL OF DISCOVERY DAY. AP-style Multiple Choice Quiz, plus further discussion, of "A Modest Proposal."

WEEKEND HOMEWORK: M-DE FIRST DRAFTS ARE DUE ON _____.

Monday, 9/28

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5th Period Lit Circle Vocabulary Harvest: Quiz on Mon., 5/19

Debate Structure for Tues., March 25, and Wed., March 27, 2014

OPENINGS & Cross-Examination
Opening Statement (AFF.)
(3 min.)

2 Questions (NEG.  AFF.)
(15 sec./60 sec. – 15 sec./60 sec.)

Opening Statement (NEG.)
(3 min.)

2 Questions (AFF.  NEG.)
(15 sec./60 sec. – 15 sec./60 sec.)

FOLLOW-UP
Follow-up Statement (AFF.)
(2 min.)

Follow-up Statement (NEG.)
(2 min.)

AUDIENCE QUESTIONS
(12 min. for Q. & A. –
Answers Limited to 90 sec. each, with
30 sec. follow-up by opponent.)

REBUTTAL*
Rebuttal (NEG.)
(2 min.)

Rebuttal (AFF.)
(2 min.)

SUMMATION
Closing Statement (NEG.)
(2 min.)

Closing Statement (AFF.)
(2 min.)

Scoring Standards for Debate on Oct. 10

QUALITY OF DEBATE (60 pts.)

Team’s overall use of logic: reasoned argument.

Team’s overall use of meaningful evidence & examples.

Team’s skill and conviction in Rebuttal.

At least four (4) credible sources cited during the debate (per side)

PRESENTATION (20 pts.)

Eloquence of expression (openings & summations).

Team members debate with eye contact (not looking down at notes)

Full participation: everyone carries at least one section of the debate (no wallflowers -- no situation where 1 person tries to carry the whole thing).

DECORUM ( = good conduct) (20 pts.)

Team’s respect for the Audience (in Q & A) (0-10)

Team’s respect for the Time limits (0-10)

Team’s respect towards the Referees (0-10)

Highest possible overall score: 100 pts.

Each Judge will maintain a copy of this scoring sheet for each of the two opposing teams. The team with the highest combined score following all phases of the debate will be declared the winner.

Vocabulary #7, for Tuesday, January 28

Vocabulary #6, on Monday, Jan. 13

Princeton Rev. words pertaining to judgment & argument... 'law words'

arbiter

biased

exculpate

impartial

incontrovertible

integrity

objectivity

plausible

substantiated

vindicate(-d)

Words pertaining to knowing & knowledge:

acquired (participial adj., as in 'an acquired taste')

conviction

dogmatic

enlightening

impression

misconception

intuition

You can find a glossary of definitions and examples on the Writer's Resources blog. If you own a copy of the Princeton Review practice booklet for our AP English exam, you can find rock-solid definitions there as well.

VOCABULARY #5 - Twenty-one (that's 21) words for Tuesday, Dec. 17 - but USE THEM BEFORE DEC. 17!

“Logic words”

premise (n.)

syllogism (n.)

presume (v.)

implicit (adj.)

proposition (n.)

axiom (n.), and axiomatic (adj.)

exclude (v.)

inductive (adj.)

deductive (adj.)

disprove (v.) (antonym: prove!)

Other words that might prove helpful as you compose argumentative essays

impeccable (adj.)

indisputable (adj.)

auspicious (adj.) // (antonym: inauspicious)

affirm (v.)

insinuate (v.)

dispute (v.)

disambiguate (v.)

undermine (v.)

validate (v.)

conflate (with) (v.)

polemic (n.), or polemical (adj.)

Do your best to use some of these words in your upcoming In-Class Argumentative Essays -- even in this Friday's. For many of you, two or three words per essay would be plenty. You might use certain words awkwardly at first – in a strained, non-idiomatic way. But if you push yourself to write them and say them and try them, the list will conflate with your growing daily vocabulary.

Link to our Writer's Resources blog for pertinent definitions and examples.

5th Period MLK Presentation teams

GROUP 1 – Manu, Ashley D., Nathan, Ben, Keoni (2^nd blue bench)

GROUP 2 – Emma B., Grace, Simone, Amrita, Jonathan (1^st blue bench)

GROUP 3 – Kayla, Amy E., Harsha, Ellen O. (“Nicholas” bench)

GROUP 4 – Peter B., Sydnie, John L., Ashley S. (Shakespeare corner)

GROUP 5 – Tanner, Kate H., Albert, Matt S. (window)

GROUP 6 – Javier, Jessie H., Abby L., Eric W. (by Mr. B.’s desk)

GROUP 7 – Bethany, Anna H., Cece, Marta (grey table)`

4th Period MLK Presentation teams

Key Literary Concepts to Know & Use (!) as the AP Exam Draws Near (1-20)

Tone

Irony

Paradox - and a subset of paradox: Oxymoron

Satire

Narrative

Context

Metaphor

Simile

Analogy (a comparison between two relationships)

Diction (e.g., elevated ___; colloquial ___ ; archaic ___)

Syntax (word order; especially, the meaning that stems from a particular word order)

Anaphora ("repetition of words at the beginning of successive clauses" - LOC) ( = identical parallelism - PB)

Antithesis (deliberate opposition betw. 2 ideas or values)

Shifts in tone (these occur in most of the significant writing that you'll encounter in AP English -- in published essays, novels, and poems).

Parallelism/Parallel structure (you know)

Anecdote (n.) (anecdotal = adj.) An anecdote = a story.

counterargument (a challenge to a prevailing position)

Discourse (= discussion or treatment of a topic)

N.B. to A.P. students from P.B.: As a conceptual exercise before the AP exam, you might do well to review the eight modes of discourse set forth in Chapter 1 of LOC. By gently reviewing these fundamentals, you could sharpen your edge as a reader, especially for the Multiple-Choice segments and the Rhetorical Analysis essay. ~ PB

Logical Fallacies - a Helpful List from UNC-Chapel Hill

Teaching logical fallacies has gone out of fashion among American English teachers, according to FallacyFiles.org, which also states that "there is no substitute for studying the positive principles of good reasoning."

Having noted that -- and I agree with both ends of the sentence -- I offer you the following nice breakdown of classical errors in reasoning - fallacies - along with several helpful examples for each.

I "offer it" (although you've had access to it, like Dorothy's ruby slippers, all along) on the theory that for some students, identifying mistakes could intensify - or at least fortify - logic.

UNC-Chapel Hill Handout on Fallacies.

Vocabulary for March 6 and 7

impunity – a feeling or intuition that someone will not be punished for misdeeds

disparity – a difference between two objects or two conditions; a gap; inequality

discrepancy – a break with the normal pattern or scheme; an inconsistency

declamatory – pertaining to speech or declamation

empirical – logical or rational; based on provable science

satiety – condition of feeling satisfied, happy or content.

alliance – truce; partnership; harmonious collaboration; team or teamwork.

vigilance – watchfulness; alertness; standing guard

qualms – doubts; uncertain feelings

maxim – a rule or principle

unabashed – uninhibited; shameless; candid

corporeal – physical; pertaining to the human body (i.e., as opposed to the mind)

judgment <-- Note the correct spelling of this word!

predicate <-- Mystery word? (Woooooo....wooooo....)

What is mythos?

The Merriam-Webster Dictionary defines mythos as “a pattern of beliefs expressing often symbolically the characteristic or prevalent attitudes in a group or culture.” The Greek philosopher Aristotle equated mythos with theme or plot, the underlying story-pattern of a tragedy or comedy.

To the author of AP essay ‘T’, mithos’ (sic) denotes an appeal to an underlying theme -- in this case, the theme of American patriotism. As a rhetorical device, mythos seems to be an appeal to commonly held values or ideals.

Although the authors of The Language of Composition seem to group mythos in the category of pathos, the author of essay ‘T’ clearly believes that mythos functions as its own species of appeal. The student makes a good case for this in his or her high-scoring essay on Kennedy’s speech about the steel industry.

"A phrase is a group of related words that does not include a subject and verb." ~ CCC site

"Tom Walker" words

Prostrate – lying horizontally, in the condition of a felled tree.

Slough – in this context, a slough is a depression in the ground – a ‘dip’ or small valley in the land.

Quagmire – a swamp

Propitiate – to gain or regain favor, especially the good will of someone whose favor you have lost. To soothe or appease.

Surly – threatening, menacing, or brutal in appearance

Bittern – ( see YouTube for shots of this ‘gulping’ swamp bird. )

To saunter (v.) – to walk with a slouch; to walk with a devil-may-care attitude.

To throng (v.) – to crowd; to build up or swell a crowd

Ostentation – deliberate showiness or gaudiness; conspicuous performance or behavior

Outstrip (outstripped) – to outdo; to compete

Indulgence (n.) – a favor; an act of generosity that spoils or pampers another person; a kindness that overlooks a fault

Usurer (usury) – someone who's involved lending money, usually one who charges high interest rates.

Dates for Poetry Out Loud

By the time we’re back from the Thanksgiving holiday, be committed to your two (2) poems from the Poetry Out Loud web site.

One poem can be 25 lines or fewer. The other poem needs to be 26 lines or longer. One of these two poems – either one – needs to come from before the 20th century: 1899 or before.

We will rehearse poems out loud during the week before winter break.

We will perform these poems in class during the first week of 2012. (Performance schedule TBA.)

The Woodbury school-wide contest will held on Thursday night, January 12, 2012, at 7:30 p.m.

Take-Home Final in The Great Gatsby

Select a paragraph - or two or three - from the latter half of The Great Gatsby (Chapters 6-7-8-9.) Try to choose a passage like the ones we've used for Chapters 4 and 5: something more-or-less self-contained, with plenty of rich language. Try to choose a segment that impresses you as you read it.

Cite the passage in full; then write a detailed rhetorical analysis, discussing the effects achieved by Fitzgerald’s sly, thoughtful choices in diction and syntax. How does the author's style promote or reinforce or intensify his purposes in writing this segment? Quote often, and discuss what the language achieves.

See ClassJump for a sample essay on a passage from Chapter One.

Your essay should be roughly the same size and shape as the essay on ClassJump: one or two pages, typed, double-spaced, 12-point font, with one-inch margins. Essays will be due at class time on Monday, October 31.

For a burst of "Enhanced Credit" in AP Comp...

Have a friend take your picture! Visit the U. of M. Stand by the panel for the Honeycrisp Apple along the Wall of Discovery... hold up an apple... smile... and snap!

Bring your picture to Mr. B. by Monday, November 7.

The Wall of Discovery is just east of the Mississippi River, in the heart of the U. of M. East Bank campus. Park in (or near) the Harvard Parking Ramp along Washington Avenue, and walk toward the main Mall of the U. of M. campus. If you walk from the Harvard Ramp to the Physics Building, you should see the Wall of Discovery -- it's by the Electrical Engineering Building.)

This video shows the Wall of Discovery. (See the segment at 3 minutes & 30 seconds.)

AP Language & Composition: The Writing Course

Thursday, September 4, 2014

Calendar of Assignments, September - December, 2014. (To see the current assignment, please scroll down to today's date.)

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