Monday, March 24, 2014

Rehearsing the Cumulative Sentence, imitating the syntax of professional writers.


 FOR WEDNESDAY, MARCH 26:

Reenact the structure of the original sentence in a sentence you create.

EXAMPLE::  "He drove the car carefully, his shaggy hair whipped by the wind, his eyes hidden behind wraparound mirror shades, his mouth set in a grim smile, a .38 Police Special on the seat beside him, the corpse stuffed in the trunk."  ~  Univ. of Iowa Writing Lecturer Brooks Landon (2005)

 Imitation:  “She brushed the wolfhound arduously, her strong hand undeterred by the task, her eyes watery on account of the dog’s strong smell, her mouth locked in a firm grimace, her purse on a nearby table, the Greenie wrapped in a wad of Kleenex inside the closed purse.”


Imitation exercises:

1. “For a time he fussed with the dishes, whistling to himself as if the subject had been settled.”
                                              ~ from The Things They Carried, by Tim O’Brien (1990)
Imitation:



2.  “The Pacific is no place for rowers, especially when they are weak and blind, when their lifeboats are large and unwieldy, and when the wind is not cooperating.”
                                                ~ from Life of Pi, by Yann Martel (2001)
Imitation:



3. “It is a wilderness that is beautiful, dangerous, abundant, oblivious of us, mysterious, never to be conquered or controlled or second-guessed, or known more than a little.”  
                                          ~  “An Entrance to the Woods,” by Wendell Berry (1981)

Imitation:



4. “At night I’d toss and turn around in bed, half awake, half asleep, imagining how I’d sneak down to the beach and quietly push one of the old man’s boats out into the river and start paddling my way to Canada.”                 
                                       ~  from The Things They Carried, by Tim O’Brien (1990)
Imitation:



5.  “There is a valley of ashes – a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the forms of houses and chimneys and rising smoke and, finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air.”  (ß Championship round!)
                                                        ~ from The Great Gatsby, by F. Scott Fitzgerald (1925)
Imitation:

Friday, March 21, 2014

The Essay for April 4th

Your three-page essay -- typed and double-spaced -- should take a strong position on one of the two debate propositions for your class (see the propositions, below).  Make a solid case for the side you choose, citing at least three sources from the debates and at least three you find on your own, for a total of six (6) sources.

The following rubric will be used in scoring this essay:

Credibility of your evidence (6 sources).  (10)
Clear, effective thesis statement. (5)
Your argument is cohesive.  (10)
Proper and effective use of sources:  embedding, framing.  (10)
Acknowledge and refute the opposition (counterargument) (5)
Properly formatted Works Cited page. (10)
Clarity of prose style.  (10)

It's fine to write up to five (5) pages.

The Propositions:

CRIMEA (4th Pd. only):  The U.S. and the world community should not intervene in Russia's attempt to annex the Crimea.

TOBACCO (4th Pd. and 5th Pd.):  The U.S. should immediately eliminate the sale and distribution all ingestible tobacco products within the American homeland.

BACKGROUND CHECKS (5th Pd.):  In order to reduce gun violence on American soil, the U.S. government should enforce stricter background checks on the sale and distribution of firearms.  Background checks should include points of sale at gun shows, in private homes, and in all venues -- not merely at licensed gun shops.

Monday, March 17, 2014

Calendar of Assignments, March 17 through May 9, 2014

Monday, April 7
Vocabulary quiz.  Exercises in Concision.  Anticipate Tuesday's I-CE.

Tuesday, April 8
In class:  Write I-CE #1.

P.M.  Read Lincoln's 2nd Inaugural Address.  For the context of this short speech, review A-PUSH or American history notes.  It's also fine to use Wikipedia as a refresher.  We'll use this speech to begin reviewing rhetorical analysis for May 9.

Wednesday, April 9
In Class:  1.  Recap I-CE #1.  How did you do?  What were your goals?  What did you quote?  2.  Rhetorical analysis review.  Discuss Lincoln's purposes.  Discuss the context of the 2nd Inaugural.  Discuss the way he constructs his speech as an expression of his hope for American domestic policy in 1865.

P.M.  Assignment in LOC, TBA




Friday, March 14, 2014

Answers and explanations for the 2007 Multiple-Choice segment

By opening this link, you should see a document with all the answers -- plus brief, student-written explanations -- to last week's AP Multiple Choice test.  The student writing needs some drastic proofreading, especially for punctuation, but the underlying thinking is pretty strong.

(The percentages indicate the number of students on the nation-wide exam in 2007 who got the right answer.  Thus, a 40% answer, like the answer to #1, was difficult for most students, whereas an 80% answer, like the answer to #4, was relatively easy for most students.)

FOR MONDAY'S CLASS, please mark all the correct answers on your question sheet and look up the explanations for the ones you got wrong.  

Saturday, March 1, 2014

March 3-4-5-6 (7?)

The directions for the Winter Letter of Self-Evaluation appear as the LAST of the Course Downloads on Mr. Bratnober's ClassJump page.  (Scroll to the very bottom of the page.)

This Weekend:
You'd do well to begin drafting your Letter.  The Vocabulary words for Thursday's exam are assembled in the upper RH corner of this blog.

Mon., March 3 and Tues., March 4
We'll rehearse using AP Multiple-Choice questions from past exams.

Homework:  Work on your Letter.  Review the Vocabulary words.  (See RH column.)

[Wednesday, March 5 -- Good luck on your three finals!]

Thursday, March 6
Our Final will consist of a Multiple-Choice segment (53 questions // 60 minutes) from a past AP English Language & Composition exam.  There will also be a Vocabulary Review of the three (3) winter vocabulary segments.  See the upper RH corner of this blog.

Tuesday, February 25, 2014

Week of Feb. 24-25-26-27-28 and Finals Week

Monday, Feb. 24

Turn in I-CE #4.  Discuss the Argument of Definition and the Ownership/Identity prompt (2013).  Discuss Examples/Evidence for this prompt.

Mon. p.m.:  Prepare to score the Thomas Paine/Rights of Man essay.

Tuesday, Feb. 25

Score the Thomas Paine / Rights of Man essay.  ALL ESSAYS MUST HAVE STUDENT SCORES.  YOU MUST PARTICIPATE IN SCORING:  this is a graded/scored activity.

Check out Everything's an Argument and read pp. 217-233:  the Argument of Definition.

Wednesday, Feb. 26

Brief reader's quiz on pp. 217-233 in Everything's an Argument.  More discussion of the Argument of Definition.  Preparation for Thursday's I-CE #5:  a "relationship" essay, with clear roots in the Argument of Definition.  [N.B. to AP Juniors:  this essay will be optional to include in the Letter of Self-Evaluation that you begin this Friday.]

Finish the Argument of Definition in Everything's an Argument:  pp. 233-249.  Review the AP Scoring Guidelines for the 2012 and 2013 prompts:  both were -- and are -- arguments of definition involving relationships.

Thursday, Feb. 27

We'll write I-CE #5:  an AP Argument of Definition.

Friday, Feb. 28

Score I-CE #5.  Hand out Writing Portfolios.  Instructions for the Writing Portfolio.  Due, at the latest, on Friday, March 7, at 12:00 noon.  Explanation of our Final:  AP Multiple Choice, and a Grand Vocabulary Harvest:  Review of Vocabulary Groups 5, 6, and 7.

Weekend:  TBA.  It will involve (1) rehearsal for the Multiple Choice, and (2) writing your Second Trimester Letter of Self-Evaluation.

Monday, March 3
AP MULTIPLE-CHOICE Rehearsal:  scored.

Tuesday, March 4
AP MULTIPLE-CHOICE Rehearsal:  scored.

THURSDAY, MARCH 6
Our Final Exam:  An AP Multiple-Choice Segment.  Vocabulary Test based entirely on Vocabulary Groups 5, 6, and 7.


Friday, February 21, 2014

Snowbound Long Weekend of Feb. 21-22-23 (except that I'll see many of you at CoffeeHouse)

A.  I-CE #4:  THOMAS PAINE / "RIGHTS OF MAN" Essay.
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)