Bellringer: 15 minutes of writing in your composition notebook on the topic of Love. Any type of love (e.g., it doesn't have to be romantic love), and any genre from diary entry to advice column in The Lion to poetry to rant. Music and Stretching Break...(5 minutes) On the eve of Sepetember... September by Earth, Wind and Fire Intro to Rhetoric Multiple Choice questions using a familiar text. Take 10 minutes to independently answer 29-32, 34-38. At the end of that time, find a partner and discuss/research and write paragraph explanations as to why you chose your answer and why you eliminated what you felt was the second-best answer. (20 mins) As you leave, hand in your paragraph answer sheet with both names and the date and period. Make sure you finish explanations to 29-32, at a minimum. No homework (if you finished your work in class). Tomorrow we will be in the DC to do some writing.
Thursday, August 27, 2015
Group Guidance Tomorrow: Go straight to the Reber Center and scan in with your ID.
Each person should type their response to yesterday's question about how Ellison's style in his essay is similar to the style of Parker's music.
Then upload that document to the Ellison "On Bird Watching" bin. This will serve as an early-year sample of rhetorical analysis from you and will become part of a digital portfolio we can potentially use to monitor your rhetorical analysis growth over the year.
HW: Carefully read 49-56, including the graphic organizer charts (do not blow them off!). The analysis the textbook provides is a very instructive example of how to notice and break down the rhetorical elements and strategies in a short passage, a skill that will be measured throughout the year, including several major summative papers and the semester and final exams.
Wednesday, August 26, 2015
bur·lesque
bərˈlesk/
noun
noun: burlesque; plural noun: burlesques
1.
an absurd or comically exaggerated imitation of something, especially in a literary or dramatic work; a parody.
humor that depends on comic imitation and exaggeration; absurdity.
"the argument descends into burlesque"
2.
a variety show, typically including striptease.
"burlesque clubs"
verb
verb: burlesque; 3rd person present: burlesques; past tense: burlesqued; past participle: burlesqued; gerund or present participle: burlesquing
1.
cause to appear absurd by parodying or copying in an exaggerated form.
"she struck a ridiculous pose that burlesqued her own vanity"
Bellringer: What are some of the characteristics of Ellison's writing which seem to mimic Charlie Parker's music and personality? Just as Ellison embeds language from two other sources into his analysis of Parker and his music, embed language from Ellison's essay into the flow of your reflection on the seeming similarities between the style of Parker's music and Ellison's essay.
(Review your notes and the Ellison essay for 5 minutes. Then spend 15 minutes co-authoring a 7-10 sentence paragraph with your partner. Hand that in at the end of class)
Burn Hollywood Burn
Homework: In Library Room B tomorrow... Bring a digital copy of your book review tomorrow. We will be in one of the library computer rooms and we will set up your turnitin.com accounts and you will submit your book review to turnitin.com.
Study the definitions of the rhetorical terms in bold on page 47. Be prepared to identify examples of them for tomorrow's five point quiz.
Bring a digital copy of your book review tomorrow. We will be in one of the library computer rooms and we will set up your turnitin.com accounts and you will submit your book review to turnitin.com
JoinShakespeare Society!!
No prior knowledge or experience with THE BARD is necessary.
Wednesday, August 26, 2015
After school in room 118 (Ms. Campbell’s room) North Campus
Society
An informal, casual opportunity to appreciate the power of Shakespeare through quality films, theatre, sonnets, games, friendship and treats!
(Meeting days will be decided at our first gathering.)
Tuesday, August 25, 2015
JoinShakespeare Society!!
No prior knowledge or
experience with THE BARD is necessary.
Wednesday, August 26, 2015
After school in room 118 (Ms.
Campbell’s room) North Campus
Society
An informal, casual
opportunity to appreciate the power of Shakespeare through quality films, theatre,
sonnets, games, friendship and treats!
(Meeting days will be decided
at our first gathering.)
Bellringer: After high school...discuss the general topic with your partner from yesterday's Queen Elizabeth speech.
How does that phrase make you feel?
What do you think about?
How did you approach your writing?
What genre (e.g., non-fiction story or fictional narrative story, advice column, letter, etc.)?
Who was your intended audience?
How was the writing experience? Easy, hard, somewhere in the middle? Did you discover anything as you wrote?
Activity 2: Speech at Tillbury
Find another group (on the side of the room opposite where you are working) and quiz them with your questions and vice versa, but first, introduce yourself.
Step 1: Find a pair or group of other humans across the divide.
Step 2: Introduce yourself by shaking hands or fist bumping or high-fiving, etc while actually greeting them and saying your name! For example... "Hello, Yoda I am, your acquaintance I am pleased to make...hhhmmm."
Step 3: Alternate asking questions of each other. Read your questions and answers slowly. Use encouraging phrases, like "Good job, the force is strong with you" or "Good effort young Jedi, but try again. Succeed you will."
Step 4: When finished, bow to one another and go back to your seat.
How did it go? Did you get 100%? Did you need a lifeline?
Pair and Share your paragraph and then larger Discussion of Churchill Tone Activity on 43
Hand in your Churchill Tone Activity Paragraph
HW: Reading: From Page 44 to 48, and answer all questions on 46 and 47 and do the activity at the bottom of 47 (handwritten in your notebook).
Monday, August 24, 2015
Mondays will be 1) Topic Journals 2) AP close reading practice/Multiple Choice (MC) question days Hand in... your book reviews Pick up...handout From The Language of Composition "Close Reading: The Art and Craft of Analysis (39-59)" Bellringer (5 minutes of instruction and 15 minutes of writing): Topic Journal in your Composition Book. At the top of the 1st page of your composition notebook, write in big letters "After High School" and write today's date (August 24, 2015) Assignment: In the form of a letter or an advice column or blogpost, write anything you like about the topic (keep it school appropriate, of course), however, it should be to an audience (individual or group) that is either close to your age or, alternatively, to adults, perhaps parents or teachers. You choose the audience, but be sure to indicate your audience at the top of the page. Your piece can be serious, funny, creative, straightforward, questioning, certain, etc. You can do almost anything with it. You could even create a persona other than your own. Don't try to be perfect. Think for a few minutes and then let it rip. This is not for a point or letter grade, but you must complete all of the topic journals for the semester. During 2nd period Topic Journal writing time, I wrote the following (in the persona of a Marine drill sergeant):
Hello high school maggots! This is Sergeant Futura! Stop snapchatting and put down your phones and wipe your noses and listen to me. You will soon be leaving the babying bubble we all know as high school. Whether you are king of the hill or feel like the hill is on you, your situation is about to change pronto! Do you hear me!! There will no longer be bells or hall passes, pep rallies, rivalries with identical pampered babies at Central or whoever you have been taught to hate. You will soon be in the real world, my world! You must learn to claw, fight, and survive because it will not bend over backwards to make sure you have a good day and a warm glass of milk and bedtime story before you go off to dreamland! It will conspire to kick your butt! Do you hear me!? Yes, that includes you, Mr. Starting Quarterback and you Miss Homecoming Queen! No one will give a rat’s hindquarters as to how damn popular you were! So my advice to all of you is to join the Marines and learn how to fight and survive in this world. Hu HA!!! Now drop and give me twenty!!!
You can share or paraphrase what you wrote when you talk to a partner or small group tomorrow. If it is too personal or for some other reason, you would rather keep it to yourself, you can also elect to not share it tomorrow. At some point, however, I might read it, so just be aware of that :)
Preparing for MC Critical Reading:
Read time (15 mins):
From The Language of Composition Close Reading: The Art and Craft of Analysis: 39-43.
Some examples of AP MC question stems...
The context of the speech might be best described as... The passage beginning with "yada yada yada" and ending with "yoda, yoda, yoda" primarily relies on ___________ in order to appeal to the shared value of .... The speaker's attitude is best described as...
With a partner, write four AP style MC questions (with three possible answers, a-c, for each) about Queen Elizabeth's speech on pages 40-41. Your four question address each of the following categories...One question should address the rhetorical situation (occasion/context), another the tone, another one should address a combination of occasion/audience and one of the three appeals, and one should address diction (word choice). When you are done, exchange your questions with another group and try to answer theirs and vice versa.
Time Permitting: Mercy Street
HW: Finish writing your questions for the Queen Elizabeth speech and
Churchill’s Tone Activity on page 43: Type your response. It should be ½ page, single-spaced and include at least two embedded direct quotes which help to support your tone determination.
Friday, August 21, 2015
Learning Target: I will continue to build my vocabulary of rhetorical terms and tone and mood words to help me reflect both critically and sympathetically on a variety of texts.
Voice in a book review
How would you describe Phillip Meyer’s voice in his book review of Days of Revolt, Days of Destruction?
With your partner, find two relatively short passages which you feel capture his voice and explain why these are good examples of his attitude as he reviews the book.
Look at the book review assignment sheet and its suggestions for the beginning, middle, and end of your book review. Now look at Meyers review of the Hedges and Sacco book...
What does Meyers do/accomplish in his opening paragraphs?
What does Meyers do/accomplish in the body?
What does he do/accomplish in his conclusion?
Now switch papers with someone.
Read their paper and then provide the following comments.
The strength of your opening paragraphs is...
Something you might work on is...
The strength of your body paragraph is...
Something you might work on is...
The strength of your closing paragraphs is...
Something you might work on is...
Your voice sounds...
HW: Complete your final book review. Hand in the hard copy: typed, approximately one and a half pages, single spaced (except double-spaced between paragraphs) 12 point font, Times New Roman.
In your journals... Reading a song...Mercy Street by Peter Gabriel: Poetry and song lyrics are often not as direct or logos driven as other forms of writing. Keep that in mind as you listen to this song. What elements of the song and performance appeal to pathos? What elements of the performance establish ethos of the artist(s)? What word(s) would you use to describe the mood of the song or what emotions or ideas does this song evoke for you? What words or phrases in the lyrics stood out for you? Why?
Activity 1: Pick up the SOAPS assessment quiz and complete it. (15 minutes)
Activity 2: When you are done, please pick up the Book Review Assessment package and read the assignment (it is worth 25 points, not 50) and supporting materials. Begin drafting your book review today, and complete a typed draft by tomorrow. Note: Do not ask me for my opinions on your book. This needs to be yourbook review.
Tomorrow, we will do some quick peer reviews, and you will polish your book review and hand it in on Monday, August 24.
Please, please do not plagiarize by either copying or paraphrasing and online review. Just provide an honest response that is truly yours. On Wednesday or Thursday of next week, you will hand it in to turnitin.com.
Homework: Complete a typed draft of your book review. It should be approximately one and a half pages in length (definitely no more than two), 12 point font, Times New Roman, single-spaced, but double -spaced between paragraphs.
Wednesday, August 19, 2015
Last night's work: Finished reading to the top of page 20 in Chapter 1 of The Language of Composition Bellringer 1: What characteristics of The Joker's speech and delivery might be persuasive? Do you trust him? Why or why not?
Activity 2: Re-read the King's Speech on pages 8-9. Then, with a partner, create a SOAPS chart (like the on on page 6) for the King's Speech. (10 mins)
Discuss King's speech SOAPS as a class. (5 mins) Watch the King's speech
Ethos as the credibility of the speaker or the shared values/ethics of speaker and audience
Reading: What are the SOAPS of the image on 15? How does it appeal to logos, ethos, and pathos?
HW: AP Vocabulary Words 1-5 quiz for tomorrow: SOAPS words (Subject, Occasion, Audience, Purpose, Speaker).
Bring your non-fiction book from the AP Summer Reading list (not the one you read from the general LT reading list). You will write a book review in class tomorrow.
Tuesday, August 18, 2015
Review Syllabus What makes each text persuasive? What makes them trustworthy and ethical or not?
What is the rhetorical situation of the Lou Gehrig Speech? (SOAPS, p. 5)
Do a SOAPS chart for the 9/11 speech or the Lou Gehrig speech. How are the three appeals at work?
Page 7-9: The three appeals
pp. 8-9 automatic ethos vs building ethos
Ethos as the credibility of the speaker or the shared values/ethics of speaker and audience
Homework: Finish reading to the top of page 21 in Chapter 1 of The Language of Composition
Saturday, August 15, 2015
Welcome, friends! Quick Intro to me and the course... SNC, NU, daughter starting college, former environmental scientist, 7 years of experience teaching AP rhetoric The purpose of this course is “to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers” (College Board, AP English Course Description, 2010, p. 7).
By the way, this site is linked to my LT website and the web address is http://wesley4ap.blogspot.com/ (Make sure you are on the correct website! My 3AP and 4AP websites have similar content during the first few weeks of school as a I do an intro to rhetoric unit with both courses). Weekly Schedule
Workshop Style Course ...Below is Typical Weekly Schedule (although this week will be a little different)
Monday
Topic Journals & MC critical reading
Tuesday
Discussion and Reading
Wednesday
Reading/Writing Workshop & AP Vocab
Thursday
Reading/Writing Workshop and Assessment
Friday
Discussion and Flex Day
The workshop approach is designed to provide more time in class for you to read and write and receive one-on-one feedback from me or your peers. A workshop approach increases opportunities for learning and promotes sanity for students. The Rhetorical Situation: 2-3
Aristotelian Triangle 3-4
Page 7-9: The three appeals
pp. 8-9 automatic ethos vs building ethos
Ethos as the credibility of the speaker or the shared values/ethics of speaker and audience
College Admissions Essay Example #1 (in 4AP file)
What is the rhetorical situation/Soaps (page 5) ? How does it incorporate each of the appeals?
Homework: Finish Reading 1-13 in The Language of Composition…
What's on tap for tomorrow...August 18
Page 2... With a partner I will assign now, do activity 1 on page 2…one of you should find a deceptive piece of rhetoric and one should find one that is civil or effective. Bring a hard copy or something that you can electronically access on your phone or by sending me a link if necessary
Discuss with one another why one these texts was deceptive and manipulative and why the other was effective and simple.
What is the rhetorical situation of each text? (Soaps, p. 5)
Do a SOAPS chart for the 9/11 speech. (show it on youtube)
Or the Lou Gehrig speech. How are the three appeals at work?
