Read the following piece carefully. Then write a well organized and insightful essay analyzing how the writer uses rhetorical elements and strategies to develop his/her argument.  Avoid mere plot summary; make sure that you articulate what the author’s argument/position is and how he or she uses specific rhetorical elements/strategies to develop their argument. You may wish to consider the devices we studied this semester, including but not limited to the following:

Tone/Mood

Imagery

Allusions

Organization and Structure

Syntactical Patterns (parallel structure, repetition, antithesis, sentence length and style/arrangement)

Diction (word choice)

Figurative Language (metaphor, simile, personification, hyperbole, understatement)

Selection of details

Rhetorical Appeals (ethos, logos, pathos)

Learning Target: Prepare for semester exam.

Hand in revision projects.

Exam prep: For the exam, you will write one essay (but you will be given two options to choose from).  The prompt for each essay will be the following, or something close to this:

Read the piece carefully. Then write a well organized essay analyze how the writer ____________crafts his/her argument. You may wish to consider such devices as those in the box provided. Avoid mere plot summary.

Tone/Mood

Imagery

Allusions

Organization and Structure

Syntactical Patterns (parallel structure, repetition, antithesis, sentence length and style/arrangement)

Diction (word choice)

Figurative Language (metaphor, simile, personification, hyperbole, understatement)

Selection of details

Rhetorical Appeals (ethos, logos, pathos)

Skill-Building Revision Assignment

Points: If you earned anything less than an A, you can earn eight (8) points added to your essay grade. I will add the points tonight, and they will stay in your grade if I receive a satisfactory revision assignment by Monday.  If I do not receive a satisfactory assignment by Monday, I will remove the points from your essay score.

Due date: December 15, 2014

Chose one of the following revision assignments.

1) Writing clear, concise prose

You might want to choose this if your major problems are related to wordiness/language clutter, filler words, vague or empty words, misplaced modifiers, awkward diction or syntax, excessive use of the passive voice and verbs of being.

http://writingcenter.unc.edu/handouts/style/

2) Avoiding comma splices (do not join independent clauses with only a comma)

https://owl.english.purdue.edu/engagement/2/1/34/

https://owl.english.purdue.edu/exercises/5/26/5

3) Writing a focused, detailed and meaningful thesis statement and clearly connected topic sentences for each body paragraph

Improving Your Focus: Creating Continuity between your Thesis Statement and Body Paragraphs  (pp 14-15 of your AP Language and Composition Writing Sourcebook)

4) Properly punctuating citations and avoiding floating quotes (according to MLA guidelines)

http://writingcenter.unc.edu/handouts/quotations/

http://writingcenter.unc.edu/handouts/quotations/

5) Other problems with punctuation (e.g. proper use of commas, colons, semicolons, apostrophes, etc)

http://writing.wisc.edu/Handbook/GramPunct.html

6) All other problems (e.g. redundancy, poor word choices, poor choice of supporting evidence, misinterpretation of the text, etc.)

Assignment Parts:

a.      Write a rationale statement explaining why you feel you most need to work on this particular skill.  Generally speaking, I want you to explain why – based on past experience, comments on this essay and others, etc. – you feel this is a writing skill you most need to work on.

b.      Find a good source in print or on the internet which provides guidance on this writing skill. Copy/print a reasonable length (5 or less pages) for the purpose of annotating.  Read it and annotate it for important advice and tips, especially advice that pertains directly to your struggles.

c.       Next, choose the portion(s) of your paper which need from revisions/improvements in this area, and rewrite it according to the guidance provided. Using the cross-out functions in Word or Google Docs and/or highlighting/underlining functions, show the edits you made to improve your writing. Use text boxes/comments to explain in the margins why you made your changes and/or how they made your writing better.

d.      Write a strong reflection paragraph describing what you learned from doing this assignment and how it will help you in future essay writing.

Wesley

Skill-Building Revision Assignment

Points: If you had anything less than an A, you can earn eight (8) points added to your essay grade. I will add the points tonight, and they will stay in your grade if I receive a satisfactory revision assignment by Monday.  If I do not receive a satisfactory assignment by Monday, I will remove the points from your essay score.

Due date: December 15, 2014

Chose one of the following revision revision assignments.

1) Writing clear, concise prose

You might want to choose this if your major problems are related to wordiness/language clutter, filler words, vague or empty words, misplaced modifiers, awkward diction or syntax, excessive use of the passive voice and verbs of being.

2) Avoiding comma splices (do not join independent clauses with only a comma)

3) Writing a focused, detailed and meaningful thesis statement and clearly connected topic sentences for each body paragraph

4) Properly punctuating citations and avoiding floating quotes (according to MLA guidelines)

5) Other problems with punctuation (e.g. proper use of commas, colons, semicolons, apostrophes, etc)

6) All other problems (e.g. redundancy, poor word choices, poor choice of supporting evidence, misinterpretation of the text, etc.)

Assignment Parts:

a.      Write a rationale statement explaining why you feel you most need to work on this particular skill.  Generally speaking, I want you to explain why – based on past experience, comments on this essay and others, etc. – you feel this is a writing skill you most need to work on.

b.      Find a good source in print or on the internet which provides guidance on this writing skill. Copy/print a reasonable length (5 or less pages) for the purpose of annotating.  Read it and annotate it for important advice and tips, especially advice that pertains directly to your struggles.

c.       Next, choose the portion(s) of your paper which need from revisions/improvements in this area, and rewrite it according to the guidance provided. Using the cross-out functions in Word or Google Docs and/or highlighting/underlining functions, show the edits you made to improve your writing. Use text boxes/comments to explain in the margins why you made your changes and/or how they made your writing better.

d.      Write a strong reflection paragraph describing what you learned from doing this assignment and how it will help you in future essay writing.

December 9, 2014

4AP Language and Composition

1.     Hazlitt Comedy and Tragedy prompt

·        Take out the essay you wrote last night.

·        Write down the rhetorical strategies/elements you addressed.

__________________________________________________________________

·        Read the example essays (high scoring and medium) and the analysis of each.

·        Write down two sentences which you really liked from the high scoring essay and explain why you found each to be effective.  What made them effective? Address content and clarity - diction and/or syntax - of the sentence

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.     Face of Steel break!

3.     Queen Elizabeth at Tilbury prompt

·        Take out the essay you wrote last week.

·        Write down the rhetorical strategies/elements you addressed.

__________________________________________________________________

·        Read the example essays (high scoring, above average, and average)

.

·        Write down two sentences which you really liked from the high scoring or above average essay and explain why you found each to be effective.  What made them effective? Address content and clarity - diction and/or syntax - of the sentence

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Early Dismissal
1st: 7:45 to 8:12
2nd: 8:18 to 8:45
3rd:8:51-9:18

9th :10:30 to 10:57
10th: 11:03 to 11:30

Notes: 

I will hand back your 1984 essays tomorrow; thank so, so much for your patience!

I will also provide you with a focused revision assignment, so that if you received anything less than an A, you will have an opportunity to raise your essay score by nearly a letter grade, and improve your writing in a specific area of need.

In-class activities:
Read the packet on the rhetorical strategies essay (29-32) for the AP Language and Composition class.

Homework: 
Tonight, take 30 minutes and write an essay (handwritten or typed) in response to the example AP rhetorical analysis prompt found on the bottom half of page 31  The questions and guiding thoughts at the top of pages 31 and 32, respectively, provide some insights to help you if you are stuck.

Tomorrow, you will look at two example responses - a high scoring and a medium scoring essay - to the prompt on page 31.  You can compare your essay to those to assess where you are at and what you need to work on.

What is the mood and purpose of the first scenes? How does the director use images, the changes,contrasts, and juxtaposition of images, overall structure/arrangement/order of scenes, and music to create the mood and achieve his purposes in the initial scene(s)?  

Learning Targets:  I can find words (from Siddhartha) and arrange them to convey ideas and feelings inspired by the words and the text (Siddhartha) from where they came.

·        Found poems

Arrange your words to capture/convey/suggest the essence of some idea or feeling inspired from the words you found in your chosen Siddhartha passages.

You do not need to use all 50 words;
You may repeat words for the sake of emphasis or rhythm;
You may add two words of your own (e.g., is, the) but you may not repeat those words.
Give it a title (using your own words and/or words from Siddhartha)
It doesn't have to make sense!
You may add illustrations/drawings to your poem if you wish.
 

·        Revisiting Rhetoric

Now that you have a better idea of what rhetorical analysis looks like,

…let’s take a second look at some of the texts in our Language of Composition book.

Review the following while in class:

·        Glossary of Rhetorical Terms 36-37

·        Glossary of Style Elements 78-80

Read about diction and syntax on page 40. 

Read Queen Elizabeth’s speech on page 40-41

·        Homework…

Type and print your Siddhartha Found Poem

Tomorrow in-class: Do the activity on page 41…Don’t write an essay; create a chart like the one on pages 54-55.  Work individually and then with a partner.

Write an informal analysis of the diction and structure of your Siddhartha inspired poem.  Think about adjectives to describe the connotations of the words in your poem.  Also, think about how the words/details/images and the arrangement of your words/details/images contribute to the tone and mood of the poem. What adjectives from your list of tone and mood words in your gold AP Language and Composition Writing Sourcebook.

Siddhartha

Monday, December 1, 2014

Siddhartha

Bellringer: Who is Vasudeva? What makes him special? Does he remind you of anyone?136-137

On page 142, Siddhartha says, "Wisdom is not communicable.  The wisdom which a wise man tries to communicate always sounds foolish". Do you agree with this statement? Why or why not? - Lindsey

What is the difference between Buddha and Siddhartha by the end of the book? Would Siddhartha seek knowledge or the urge to teach if he encountered Buddha again? Blake

Why does Siddhartha realize he loves his son after he steals from Siddhartha?

It seems to me Govinda, that love is the most important thing in the world. (147)

Do you see any connections between images, words, and ideas in this song and in the last several chapters of the book?

One Of Us Lyrics

"This I understand," spoke Govinda. "But this very thing was discovered by the exalted one to be a deception. He commands benevolence, clemency, sympathy, tolerance, but not love; he forbade us to tie ourheart in love to earthly things."

"I know it," said Siddhartha; his smile shone golden. "I know it, Govinda. And behold, with this we are right in the middle of the thicket of opinions, in the dispute about words. For I cannot deny, my words of love are in a contradiction, a seeming contradiction with Gotama's words. For this very reason, I distrust in words so much, for I know, this contradiction is a deception. I know that I am in agreement with Gotama. 

Small group discussions

Siddhartha e-text

HW: 

Siddhartha Found Poem Journal, December 1, 2014...Find two or three passages which contain thoughts which you connect with at some level.  Circle the 50 best words you can find in those passages: words which capture your attention due to their sound, their meaning, their power, their subtlety. 

Also...Bring The Language of Composition for the rest of this week

Happy Thanksgiving!!

Learning Target: Stamp out scurvy! Eat some oranges or other citrus during the break. Many pirates suffered from scurvy, but you don't have too! Aaaargggh!

Homework: Read 117-152 and post one discussion question and reply to another person's discussion question - someone whom you have not yet responded to - with a short paragraph (3-5 sentences).

As Westerners reading a book rooted in Eastern religions of Hinduism and Buddhism, there is ample room for misunderstanding and confusion.  Particularly confusing to Westerners are Buddhist terms which are unfamiliar to Westerners, and as a result, often misunderstood.  

The information provided from The Lotus and The Cross website provides some help in understanding how, despite the differences in terminology, some Buddhist concepts overlap with Christian concepts.

god and the unconditioned

Monk at Adam's Peak, Sri Lanka
©Buddha Dharma Education Association

At first glance, Buddhism seems vastly different from Christianity. Christianity is a religion about God, while the Absolute in Buddhism is never personalized, and seldom described, except as being beyond description. Most Christian denominations see the Bible as being of paramount importance (particularly in conservative Protestantism), while the vastly larger collection of Buddhist scriptures are seldom considered as an infallible authority except for a handful of smaller sects.

But delving deeper, the differences become much smaller. For instance, many of the early Church Fathers taught that in his true essence, God is unknowable and unfathomable, beyond all words and all descriptions. This inability to speak of the divine nature is known as apophatic(unspeakable) mysticism, which recognizes God is beyond all words and concepts, and anything we use to say what God is falls short. God's essence (ousia), is within all things, but ever beyond all. Similarly, the Buddhist scriptures refer to the ultimate reality as "the Uncreated," or "the Unmanifest," an absolute Reality which is everywhere present, but beyond this perceived world, resulting from no cause, and limited by no conditions.

buddhist-christian parallels

Parallel Beginnings
God	the Unconditioned
Heaven	Nirvana
Jesus (Yeshua of Nazareth)	Gautama (Siddartha Gautama)
Jewish founder of Christianity	Hindu founder of Buddhism
virgin birth account	virgin birth account
tempted by Satan	tempted by Mara
Good News of the Kingdom of God	the Dharma (law) of Liberation
Sermon on the Mount	Sermon of "Turning the Wheel of Dharma"
taught in parables	taught in parables
Feet kissed by Mary Magdalene	Feet kissed by Pasanedi
Betrayed by Judas	Betrayed by Devadatta
Crucified	possibly poisoned
Ascension	Parinirvana
the Anointed One (Messiah, Christ)	the Awakened One (Buddha, Enlightened)
Savior	Bodhisattva
Parallel developments
Parallel Paths
agape (spiritual love)	maitri (lovingkindness)
the world	samsara
Purification (Purgatory)	Rebirth (Reincarnation)
hell	hell realms
imago Dei (image of God)	Buddha-nature
Christ within you	Realizing your Buddha-nature
Theosis/Deification	Awakening, Enlightenment
the Way	the Dharma
chant	chant
prayer candles	prayer flags

Friday, November 21, 2014

Learning Target: I can read literature and use it as a lens to reflect on humanity's  - and my own - search for meaning.

Baby Dwarf Squirrels...aaawww!

Toronto Zoo Giant Panda Tumbles In The Snow

Cat adopts baby squirrel

Silent Sustained Reading (SSR) Day

Neature...Hey, that's pretty neat!

Discovering Buddhism 

Parallelsl between Buddhism Christianity: Eternal Mind and the Unconditioned or Absolute are Buddhist words for Soul and God

Homework: Read 100-115 and post one discussion question and reply to another person's discussion question - someone whom you have not yet responded to - with a short paragraph (3-5 sentences).

November 21, 2014 Siddhartha

Learning Target: I can read literature and use it as a lens to reflect on humanity's  - and my own - search for meaning.

Toronto Zoo Giant Panda Tumbles In The Snow

Silent Sustained Reading (SSR) Day

Homework: Read 75-100 for Monday
Post one discussion question and reply to another with a short paragraph (3-5 sentences).

November 19, 2014

Have students read and annotate pp 25-61 in Siddhartha and post two discussion questions (interpretive or evaluative) to turnitin.com. (5 points)

Learning Targets:

I can synthesize (combine) knowledge from history, world religions, and literature to reflect on humanity's search for meaning.

Bellringer: It's A _______________ World sharing

Introduction to Hinduism Part 1

Introduction to Hinduism Part 2

Map of Nepal

Discovering Buddhism 

HW: Read and annotate pp. 13-24: Submit one interpretive or evaluative discussion question to turnitin.com and respond to at least one other question with a short paragraph. (5 points)

Learning Target:

I can use literature as a tool to reflect on my values and goals for life.

Group interpretive activity: How does Aristotle define happiness?  Use textual evidence to support your answer.

On Happiness

Inferential and Evaluative Questions - Socratic Discussion

What do you feel that you need to be happy in life?

Can a selfish person be happy?

Could you, personally, be selfish and be happy? Why or why not?

Do you think people need goals or purpose to be happy?

Is happiness is the same as peace of mind?  

What do you need to be happy? 

If these things don't happen, can you still be happy?

“Wisdom cannot be imparted. Wisdom that a wise man attempts to impart always sounds like foolishness to someone else ... Knowledge can be communicated, but not wisdom. One can find it, live it, do wonders through it, but one cannot communicate and teach it.”

Journal Entry One

Fully describe a goal you are working toward. What is the purpose of this goal? What will it help

you to achieve after attaining it (your Ultimate Boon)? What strengths do you possess that will

help you along the way?

Journal Entry Two

Re-examine your goal. What fears or weaknesses within you (inner obstacles) need to be

overcome in order to attain this goal? Do not reflect on outside obstacles. What knowledge or

skills do you lack at this point which may hinder your progress if not addressed?

Vocab:

Ātman (/ˈɑːtmən/; Sanskrit: आत्मन्, IAST: Ātman) is a Sanskrit word that means 'inner-self' or 'soul'. In Hindu philosophy, especially in the Vedanta school of Hinduism, Ātman is the first principle,^[1] the true self of an individual beyond identification with phenomena, the essence of an individual. In order to attain liberation, a human being must acquire self-knowledge (atma jnana), which is to realize that one's true self (Ātman) is identical with the transcendent self Brahman:

If atman is brahman in a pot (the body), then one need merely break the pot to fully realize the primordial unity of the individual soul with the plentitude of Being that was the Absolute.^[2]

HW: Read pp. 1-12; annotate and look up all vocabulary/allusions that you do not understand.

Submit one inferential or evaluative question to turnitin discussion before 7am tomorrow.

Typed "It's A Woman World" inspired poems due tomorrow.


Rig Veda
Prajapati