Wednesday, April 29, 2015

Learning Target: Don't fight the funk. I can identify what moves me and why.

Desert Island Mix-Tape: Ten songs, one to three sentence comments on each choice (and maybe a visual decal for you creative types)

One of my top ten songs...
Papa Was A Rolling Stone 
by The Temptations


Reading Time

Tonight: Finish the book, including the Author's note, and read the The Let Down of Behind the Beautiful Forevers (the link is provided below). Tomorrow, you will take a two-part quiz which will consist of 1) 10 questions covering chapters 15-17 and the Author's Note and 2) a 10 point essay in response to the "Letdown or Masterpiece" AP-style prompt below.

Also, have your mix tape list with commentary finished for Friday.

The Letdown of "Behind The Beautiful Forevers"

English 4AP Rhetoric of Lang. & Comp.
Boo’s purpose


Letdown or Masterpiece?

Critics call Katherine Boo’s Behind the Beautiful Forevers a “tour de force of social justice reportage.”  People magazine said Boo shows us how “people in the most desperate circumstances can find the resilience to hang onto their humanity.  Just as importantly, she makes us care.”

In an interview, Katherine Boo said she wanted to write about the people of India because she generally finds “issues of poverty, opportunity, and global development to be over-theorized and under-reported.”

In Paul Beckett’s review you just read, he faults the text saying it is “not an authoritative book, which is disappointing given the extraordinary detail in it.”



In a well developed response, consider whether Boo accomplishes her task of reporting about social justice. Do you, the reader, leave with a better understanding or awareness? Use specific examples from the text(s) to support your claim.

Tuesday, April 28, 2015

Another simple Read Chapters 15 and 16 for tomorrow

Quiz today on chptrs 12-14 too

A little bit of American Terrorist

Monday, April 27, 2015

In-class and Homework: Read Chapter 14 in BBF and review chapters 12 through 14 for a 10 question, 20 point quiz tomorrow.

In-class: Read for 35-40 minutes and then watch American Terrorist
American Terrorist Frontline

Thursday, April 23, 2015



Learning Target:I can assess my own writing, reading for a sense of flow and coherence as well as noticing details which need to be addressed.

Activity 1:  Peer reviews for those needing them on either the 1st or 2nd draft/self-reviews for those who are preparing their final draft. (15 mins)

Activity 2: (chapter 12) With a partner...one-full page. What does Meena's situation, and her means of resolving it, reveal about the lack of options for most young women in Mumbai?  Write a page which contains a mix of 1) paraphrase and two to three short embedded quotes summarizing Meena's dilemma and her decision, and 2) your analysis of what Meena's situation - and that of other women in poor, tradition-rooted families - suggests about the constraints on most women in this society.  In your analysis of the overall situation facing women in Annawadi, also identify the one or two primary forms of oppression  they face, briefly explaining why, according to the Five Faces of Oppression, they fall into these categories of oppression. Use proper MLA internal citations. (20-25 mins & 5 points)  

Activity 3: Sharing/discussing your activity 2 writing with another group.

Tomorrow:

Research Essay is due: hard copy to me and digital copy to turnitin.com

Discuss Chapter 13 and Sunil

Looking at possible solutions...What might be done to improve the situation women face in Annawadi?

Mumbai 2008...An American Terrorist (PBS Frontline)...Addresses the attack alluded to in Chapter 13. 

Wednesday, April 22, 2015


HW: Make sure that you have completed chapter 13 of Behind The Beautiful Forevers (BBF).  Bring  BBF and a printed copy of your most recent version of your research essay as I will give you some time to read it closeley and make notes/edits to your paper.  We will also have some in-class discussion of Chapter 13 of BBF and some time to read from chapter 14 of BBF.

Example Research Paper for heading, internal citations, and works cited.


Hand out this letter and the AP Exam schedule:

Dear AP student and parent,
Here are some final logistical reminders regarding your upcoming AP exams:
·         The attached document lists where each AP exam will be administered.

·         For exams with a large number of test-takers, the group has been divided by last name.

·         Report to A.M. exams no later than 7:45 a.m.

·         Report to P.M. exams no later than 12:10 p.m.

·         Remember to bring to each exam:
·         your photo ID
·         a supply of sharpened #2 NON-mechanical pencils
·         a black or dark blue pen
·         an eraser
·         an approved calculator for the Biology, Chemistry, Calculus, Physics and Statistics exam
·         a back-up calculator or batteries, in case your calculator malfunctions

·         Do NOT bring your cell phone to your AP exams.  If you are seen with a cell phone at any time during the exam period, your test will be voided and you will be dismissed.

·         Remember to eat a good breakfast or lunch before taking your AP exam.

·         If you are taking an afternoon AP exam AND are regularly scheduled for a 7th or 8th period lunch, you should report to 6th period lunch on the day of your exam.

·         If you are taking a morning AP exam that extends in to 4th or 5th period, causing you to miss your regular lunch, you will report to lunch immediately following the exam and then report to your afternoon classes.

If you have any questions regarding AP exams, please contact Nancy Kalkowski (nkalkowski@lths.net or 708-579-6762).

Best of luck on your AP exams!

Sincerely,
Katherine T. Smith

Coordinator of Assessment and Research

Tuesday, April 21, 2015

Learning Target: I can effectively use signal words to introduce and provide context for paraphrases and direct quotes.

Review Signal Words handout

Reading chapter 13 in Behind the Beautiful Forevers

Peer Reviews for those who did not get them yesterday

Regarding 1st and 3rd person.  Although these essays should be primarily in the 3rd person, some of you may have personal experiences/examples that would be appropriate and informative either in the intro or even in the body of the essay.  In such cases, you may use "I", but then switch back to 3rd person once you have completed using that anecdote. Sometimes we call this shifting from 1st back to third, the "I say/they say" point of view switch.


What about “I”?

Many students wonder whether they should use the pronoun “I” (that is, the first person) or not.  This can vary from instructor to instructor and your best bet is to check with the professor.  However, you will want to know that there are many ways to state your own opinion without actually using the pronoun “I.”  Here are some examples:

X is right that the US economy is transferring more and more of its wealth to the upper class.

The evidence shows that ______________________.

Y’s assertion that the new health care plan is a “government take over of health care” is at odds with the key provisions of the new legislation.

Anyone familiar with the traffic problems of LA should agree that _________________.

All of these templates—and many more—allow you to make a clear statement of your point of view without using “I.”  Even if your professor allows the use of the first person, it’s a good idea to use a mix of these templates and the first person to avoid the monotony of repeating over and over “I think,” “I believe,” etc.


The information in this handout was borrowed, adapted and greatly condensed from They Say, I Say: the Moves that Matter in Academic Writing by Gerald Graff and Cathy Birkenstein, W. W. Norton, 2010.  This is an excellent textbook for anyone writing at the college level in any course and the Writing Center heartily recommends it. 



Homework: If you did not finish BBF chapter 13, finish it. Also, complete and print 2nd draft for tomorrow (we will be in the classroom). We will do peer reviews in class tomorrow.

Sunday, April 19, 2015

April 20, 2015

Example Research Paper from Purdue Owl

Short quotations

To indicate short quotations (fewer than four typed lines of prose or three lines of verse) in your text, enclose the quotation within double quotation marks. Provide the author and specific page citation (in the case of verse, provide line numbers) in the text, and include a complete reference on the Works Cited page. Punctuation marks such as periods, commas, and semicolons should appear after the parenthetical citation. Question marks and exclamation points should appear within the quotation marks if they are a part of the quoted passage but after the parenthetical citation if they are a part of your text.
For example, when quoting short passages of prose, use the following examples:
According to some, dreams express "profound aspects of personality" (Foulkes 184), though others disagree.
According to Foulkes's study, dreams may express "profound aspects of personality" (184).
Is it possible that dreams may express "profound aspects of personality" (Foulkes 184)?
When short (fewer than three lines of verse) quotations from poetry, mark breaks in short quotations of verse with a slash, ( / ), at the end of each line of verse (a space should precede and follow the slash).
Cullen concludes, "Of all the things that happened there / That's all I remember" (11-12).

Long quotations

For quotations that are more than four lines of prose or three lines of verse, place quotations in a free-standing block of text and omit quotation marks. Start the quotation on a new line, with the entire quote indented one inch from the left margin; maintain double-spacing. Only indent the first line of the quotation by an additional quarter inch if you are citing multiple paragraphs. Your parenthetical citation should come after the closing punctuation mark. When quoting verse, maintain original line breaks. (You should maintain double-spacing throughout your essay.)
For example, when citing more than four lines of prose, use the following examples:
Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration:
They entirely refused to have it in bed with them, or even in their room, and I had no more sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw's door, and there he found it on quitting his chamber. Inquiries were made as to how it got there; I was obliged to confess, and in recompense for my cowardice and inhumanity was sent out of the house. (Bronte 78)
When citing long sections (more than three lines) of poetry, keep formatting as close to the original as possible.
In his poem "My Papa's Waltz," Theodore Roethke explores his childhood with his father:
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We Romped until the pans
Slid from the kitchen shelf;
My mother's countenance
Could not unfrown itself. (quoted in Shrodes, Finestone, Shugrue 202)
When citing two or more paragraphs, use block quotation format, even if the passage from the paragraphs is less than four lines. Indent the first line of each quoted paragraph an extra quarter inch.
In "American Origins of the Writing-across-the-Curriculum Movement," David Russell argues,
   Writing has been an issue in American secondary and higher education since papers and examinations came into wide use in the 1870s, eventually driving out formal recitation and oral examination. . . .
   From its birth in the late nineteenth century, progressive education has wrestled with the conflict within industrial society between pressure to increase specialization of knowledge and of professional work (upholding disciplinary standards) and pressure to integrate more fully an ever-widerning number of citizens into intellectually meaningful activity within mass society (promoting social equity). . . . (3)

Adding or omitting words in quotations

If you add a word or words in a quotation, you should put brackets around the words to indicate that they are not part of the original text.
Jan Harold Brunvand, in an essay on urban legends, states, "some individuals [who retell urban legends] make a point of learning every rumor or tale" (78).
If you omit a word or words from a quotation, you should indicate the deleted word or words by using ellipsis marks, which are three periods ( . . . ) preceded and followed by a space. For example:
In an essay on urban legends, Jan Harold Brunvand notes that "some individuals make a point of learning every recent rumor or tale . . . and in a short time a lively exchange of details occurs" (78).
Please note that brackets are not needed around ellipses unless adding brackets would clarify your use of ellipses.
When omitting words from poetry quotations, use a standard three-period ellipses; however, when omitting one or more full lines of poetry, space several periods to about the length of a complete line in the poem:
                      These beauteous forms,
Through a long absence, have not been to me
As is a landscape to a blind man's eye:
. . . . . . . . . . . . . . . . . . . .
Felt in the blood, and felt along the heart;
And passing even into my purer mind,
With tranquil restoration . . . (22-24, 28-30)

Monday, April 13, 2015

Tuesday, April 14, 2015

In the DC

Brief (5 questions) Behind the Beautiful Forevers quiz on chapter 10 

Please go to the class website on my LTHS website (not this blog) and download the Citations and Paraphrase Chart save it to your drive. Use it to complete your first paraphrased passage. Save it for later use.  I will do visual checks tomorrow and in upcoming days.




Helpful works cited and internal citations pages (and there are many other excellent citation sites on the internet)

Citing Sources & Paraphrasing Key Passages (MLA style)


Example of MLA in-text citations with links to other MLA in-text citation guides
Library Lower Level E

Research and Reading Day

Hand in proposals

Hand out the rubric/students should carefully read the rubric today/tonight, marking anything that they have questions about.

Read chapter 10 in Behind The Beautiful Forevers

Find, read, and annotate at least one good source for a paraphrase assignment #1 due at the end of class tomorrow

Looking forward to tomorrow:

Brief quiz (10 points) on Behind The Beautiful Forevers Chapter 10

I will provide a source documentation and paraphrase sheet at the beginning of class tomorrow (in the DC tomorrow).

Friday, April 10, 2015

Homework: No reading in Behind The Beautiful Forevers
Paper proposal is now due at the beginning of class on April 13, 2015.  The proposal assignment specifics are provided below:

Social Justice Initial Project Proposal
Due at the beginning of class on April 13, 2015 
5 points
Requirements:  typed, double-spaced, 1-page in length, 11 point, Times New Roman font, and it must address the following questions:

1.     Who is being oppressed?

2.     What are some of the reasons they are being oppressed?

3.     Where is this oppression happening?

4.     Where did you find preliminary information which informed you of this oppression? What were your sources? What were the dates of publication?

5.     Why are you interested in researching this particular oppressed group?
·        Is there a personal connection or experience which prompts an interest in this topic/group?
·        Have you heard about this group in another class, through the news, friends and family, movies and TV
·        Is your research this week essentially your first awareness of the oppression faced by this group in this particular way? What about it caught your attention?

6.     Explain briefly which one or two of the Five Faces of Oppression you feel represents the form of oppression you are researching for your chosen group?

7.     Also, make educated guesses about the following:
a.     When did this oppression begin?
b.     Why is this oppression still happening in 2015?


Thursday, April 9, 2015

Homework: No reading from Behind The Beautiful Forevers 1) Keep working on finding your research topic.  2) Read pp 1-7 from the original Iris Marion Young Five Faces of Oppression article available at the link below:
Five Faces of Oppression (full original article)


Paraphrase Assignment
provided by Ms. Gutierrez
AP: Language of Rhetoric and Composition
Social Justice
From Ballenger:  “…paraphrase is the academic equivalent of this therapeutic method for getting people to listen to each other. Try to say in your own words—and in about the same length as the author said it—what you understand the author to mean. This is hard, at first, because instead of just mindlessly quoting—a favorite alternative for many students—you have to think. Paraphrasing demands that you make your own sense of something. The time is well worth it.

Why? Because not only are you lowering the risk of unintentional plagiarism and being fair to the source’s ideas, you are essentially writing a fragment of your draft (125)”.
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Read the excerpt from Young and then rewrite the passage in your own words in roughly the same length—a paraphrase. Try to focus on what Young is saying and then replicate her idea with your own words. Be sure you use correct parenthetical documentation for paraphrase.

“New left social movements of the 1960’s and 1970’s, however, shifted the meaning of oppression.  In this new usage, oppression designates the disadvantage and injustice some people suffer not because a tyrannical power coerces them, but because of the everyday practices of a well-intentioned liberal society. In this new left usage, the tyranny of a ruling group over another, as in South Africa, must certainly be called oppressive. But oppression also refers to systemic constraints on groups that are not necessarily the result of the intentions of a tyrant. Oppression in this sense is structural rather than the result of personal choices of, or policies put forward by, individuals. Its causes are embedded in unquestioned norms, habits, and symbols in the assumptions underlying institutional rules and the collective consequences of following those rules” (Young 2).

Your paraphrase here: (don’t worry, will go over this as a group later)

New social movements of the 1960’s and 1970’s redefined the meaning of the word “oppression”. The new meaning was not limited to practices that were obviously cruel and unfair (e.g., Jim Crow laws), but it was now expanded to include everyday, unintentionally unfair practices that were embedded into the very fabric of generally well-meaning societies. Of course, the term oppression still included obvious examples of one group tyrannically ruling over another, as seen, for example, in the South African system of Apartheid or American slavery in the 17th, 18th, and 19th centuries; but oppression also came to be used to describe largely unintentional but harmful systemic factors in the culture, economy, politics, and educational systems. Again, the causes of this form of oppression are not typically the result of intentional discrimination by the majority group, so much as they are the result of the majority’s adherence (sometimes out of simple habit) to economic, cultural, educational, etc, beliefs and practices which essentially contribute to keeping the oppressed group from having an equal chance to succeed. In short, these unconscious habits and practices of the dominant group (e.g., middle and upper class whites) result in an unlevel playing field.  




Now, select one exact quote that you believe might be worthy of extraction and weave this quotation into a sentence of your own. Further, analyze and explain your quotation and its significance…extend/elaborate your quotation. Be sure you use correct parenthetical documentation for your citation.

As Iris Young points out, some forms of oppression are largely unintentional, yet they still result in an unfair system which benefits some members of society (majority groups) more than others (minority groups). Young reports that beginning in the 1960s and 1970s oppression came to be understood as long-term suffering that was not only the result of intentional cruelty and unfairness on the part of the majority, but also suffering or unfairness that might be perpetuated by “well-intentioned liberal societies” (5).  Young further elaborates that this type of oppression is due to “the systemic constraints on groups that are not necessarily the result of the intentions of a tyrant” (5).  Educational inequalities in Illinois are a prime example of this, as an educational system funded almost entirely by local property taxes means that minority groups which predominate in impoverished communities and neighborhood will continue to get subpar educational opportunities. Though most people in more affluent areas (still primarily white in 2015) do not intend that this inequality should exist, existing habits and laws combined with individuals’ concerns about how changes might affect their community schools and their personal financial situation play a role in maintaining an imbalanced educational system: superior educational opportunities for the haves and not-so-good opportunities for the have-nots.  This is essentially another example of the rich get richer while the poorer get poorer. And as the divide between rich and poor grows in this country as the middle class shrinks, we should all be concerned because democracy and peace probably can not be maintained in a country with such economic disparity. Either the majority must become absolutely tyrannical, or the proles will indeed rise up. So besides an altruistic urge to create a society where everyone gets a fair shake, we have more practical reasons to change habits and rules which help maintain permanent underclass-status for so many of our citizens.

Now it’s your turn again. Read the excerpt from Young and then rewrite the passage in your own words in roughly the same length—a paraphrase. Try to focus on what Young is saying and then replicate her idea with your own words. Be sure you use correct parenthetical documentation for paraphrase.

“Marginalization is perhaps the most dangerous form of oppression. Via marginalization a whole category of people is expelled from useful participation in social life and thus potentially subjected to severe material deprivation and even extermination. The material deprivation marginalization often causes is certainly unjust, especially in a society where others have plenty.  Contemporary advanced capitalist societies have in principle acknowledged the injustice of material deprivation caused by marginalization and have taken some steps to address it by providing welfare payments and services. The continuance of this welfare sate is by no means assured, and in most welfare state societies, especially in the United States, welfare redistributions do not eliminate large-scale suffering and deprivation” (Young 8).

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Select one exact quote that you believe might be worthy of extraction and weave this quotation into a sentence of your own. Further, analyze and explain your quotation and its significance…extend/elaborate your quotation. Be sure you use correct parenthetical documentation for your citation.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Wednesday, April 8, 2015

Learning Target: I can evaluate and choose potential topics for research.

Addendum to Social Justice Project assignment

In your introductory paragraph, make a claim that you will argue/attempt to prove in the course of your paper.

For example…

Because of past inequities, most affluent communities are predominantly white and because education in Illinois is funded almost entirely on local property taxes, affluent communities continue to have the best schools because they have the best facilities, etc and can attract and hire more and better teachers.  As a result, the Illinois school funding mechanism creates a form of institutional racism which perpetuates the cycle of poverty among people of color, especially black and Latino communities, historically the most discriminated against. Due in large part to property-taxed based funding for public schools and other factors, subpar educational opportunities in historically poor minority communities perpetuate the cycle of poverty for many African Americans and Latinos in Illinois.

Essentially, write a thesis which claims that a particular group has been oppressed and then prove it.
Tips: Choose a group and a form of oppression which you feel strongly about (or upon further research, begin to feel strongly about). 

Make sure they fit the definition of an oppressed group; the fact that things don’t always work perfectly for them or that some people don’t like them, does not necessarily qualify them as oppressed.  For example, I am a white male, and because of the traditional over-representation of white males (and the under-representation of, for example, females) in some fields (e.g., engineering), women or people of color may be desired for employment so that the work force looks more like the population as a whole and reflects and is informed by world views that go beyond one group’s experience.  That does not make me a member of an oppressed group.

While you do not have to propose a solution, many of the articles you read will propose that if certain things happened, things could get better for that group.   

You may cite one video source

Tags for introducing quotes and paraphrases

Organization: I have decided against headings or subheadings.  It should look like a well-developed essay, with the introduction flowing naturally into the body and the body into the conclusion.
You will have to determine the best way to organize it.  So much depends on what you find in terms of info.  For example, don’t go in with the mindset that it has to be five paragraphs. Let your argument and your information lead you to the best structure to your paper. 


It should be in third person

Five Faces of Oppression full article

Tuesday, April 7, 2015

Learning Target: I can familiarize myself with Social Justice Project, The Five Faces of Oppression by Iris Young, and possible topics for research.

Activities:

Read the assignment independently.

Review the calendar (note that BBF chapters still need to be filled in)

Write and print the following before leaving class and please hand in to me...What questions do you have about the project?  What, if any, possible ideas do you have for research.  Mention 1-3 possible issues of oppression which might intrigue you.

Additional time can be used for research

HW: 
Read the Five Faces of Oppression summary (tomorrow I will give you a handout of the original document)
Read Chapter 9 in Behind The Beautiful Forevers and begin looking for possible research topics.