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Wesley 4AP English Language and Composition

October 28, 2015

1984

Silent Guided Reading for Book 3, chapter 1 and beginning of chapter 2

Read and annotate from 219 to the bottom of the long paragraph on 242…

Also answer the following:

1)      What is different about the ways the guards treat the regular prisoners as compared to the political prisoners?  Why do you think the two groups are treated differently? Embed at least two short to medium quotes into your answer. Include page numbers.

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2)      Describe how Orwell uses rhetorical devices (e.g., imagery, detail, dialect, internal monologue, 3^rd person limited omniscient point f view etc.) to create a particular image for the reader of the prole woman in the cell and Winston’s reaction to her.  Embed at least three short to medium quotes into your analysis.

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3. Third-person limited omniscient point of view allows the author to share the thoughts of one of the characters in the book. Discuss two examples of how Orwell effectively use this point of view on page 238 to 239 (the end of book 3, chapter 1) to reveal key ideas.  Use at least two short to medium quotes to support your answer.

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4.  Read the large paragraph that begins near the top of page 240 and continues halfway down page 241.

How does Orwell use certain rhetorical devices to create certain effects which convey and emphasize what Winston is experiencing, thinking and feeling? You might wish to consider some of the following rhetorical/literary elements: diction, imagery/images, selection and arrangement of detail, parallel structure, anaphora (the repetition of the same word or phase at the beginning of a series of sentences, clauses, or phrases, repetition, internal monologue, mood, tone, pacing and rhythm  (of sentences), etc.  

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Declaration of _______________

Share with classmates

Listen to Book 2, chapter 10

Discuss reactions

Please submit your 1984 in-class essays to turnitin.com

North Korea  Secret State: North Korea

North Korean prison camps

Wesley

1984 

October 26, 2015

1. Rhetoric question about structure:  Why do you think Orwell decided to place approximately 30 pages of a book, "The Book," in the middle of his narrative? After all, it is a rather unorthodox move, and it interrupts the story of Winston and Julia and what will become of their love in a hopeless place.  Thinking as a writer, why would Orwell include this section?

1. With a partner, discuss "doublethink." Next, using your own words and short passages from the text, try to explain it in a paragraph with at least one example of doublethink.

2. We learn that The Party wants to control power forever: "For it is only by reconciling contradictions that power can be retained indefinitely" (216).  Goldstein goes on to say"If human equality is to be forever averted - if the High, as we have called them, are to keep their places permanently - then the prevailing mental condition must be controlled insanity."  Some people believe that society today lives under a form of controlled insanity. But that is for another discussion; Orwell continues: "But there is one question which until this moment we have almost ignored.  It is: why should equality be averted?"  

So why might some human beings not want equality?
Do all Americans want equality?
What do we mean by equality?

What did America's founders mean by equality? They wrote the following in the Declaration of Independence: WE hold these Truths to be self-evident: that all Men are created equal; that they are endowed by their creator with inherent and* [certain] inalienable rights; that among these are life, liberty, & the pursuit of happiness: that to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, & to institute new government, laying it's foundation on such principles, & organizing it's powers in such form, as to them shall seem most likely to effect their safety & happiness. 

Tonight: Mimicking the style of the above, type a preamble to The Party's version of 1984's Declaration of ___________________.

Also, read chapter 10 tonight.

1984 weekend reading...For Monday, finish part 2, chapter 9 (page 218)

Quiz/Assessment on Book2 of 1984 On Thursday or Friday of next week (50 points)

1984: Part 2, Chapter 9  A New World Order (my title, not Orwell's)

Today and tonight, read pp. 179 through the top paragraph of 195.

In this chapter we will be encountering a book within a book. We are reading a fictional narrative, 1984, which as part of that fiction includes s supposed non-fiction book, a book on geo-politics and geo-political theory titled Of Oligarchical Collectivism, purported to have been written by the leader of the Brotherhood, Emmanuel Goldstein.

PArt 2, chapters 9-10: Words you should know...keep track as we read.

1984 Book 2: Start Part 9 at 2hr 13 mins

dissipate	Disperse
oligarchical	of a government in which power is in the hands of just a few people
infallible	Incapable of error
fretted	to feel or express worry
ravage	a destructive action
dilapidated	Fallen into disrepair or partial ruin, usually through neglect
reverence	Deep respect
irreconcilable	Incompatible
supple	Flexible
preponderance	a superiority in numbers or amount
spurious	not genuine, not true
voluptuous	shapely or curvy
fecundity	Fertility
reprisal	An injury done in return for injury
tacitly	silently
irrevocable	Irreversible
plunder	To steal

Yesterday you read and annotated part 2, chapter 8, 167-179, and you wrote an inferential question for either Part 2 chapters 6-7 or one from Part 2, chapter 8 (your choice). You also drew a scene or image and wrote about it.  In small groups discuss your questions, and share your illustrations.

1984 Heroes Connections

Human beings constantly draw connections – both consciously and unconsciously – between and among different people, events, objects, ideas, and artwork.  We compare and contrast constantly; that’s how our brains process the world. Yesterday we made visual connections.  Today

To the right, make connections to parallel situations, characters, emotions, or themes in 1984. Just make quick notes in the margin, but make as many connections as you can off the top of your head. 

Then, once the song has finished, with a partner identify at least one passage in a recent chapter in 1984 which you believe parallels the spirit of the ideas and tone found in the song as a whole or in a particular stanza or two. Write the passage and page number next to a stanza it most nearly parallels.

Bonus question…How does the tone, pacing and overall style of the lyrics and Bowie’s vocals reinforce the meaning and feel of the lyrics? 

""Heroes"" by David Bowie   https://www.youtube.com/watch?v=m3SjCzA71eM

I, I will be king
And you, you will be queen
Though nothing will drive them away
We can beat them, just for one day
We can be Heroes, just for one day

And you, you can be mean
And I, I'll drink all the time
'Cause we're lovers, and that is a fact
Yes we're lovers, and that is that

Though nothing, will keep us together
We could steal time,
just for one day
We can be Heroes, for ever and ever
What d'you say?

I, I wish you could swim
Like the dolphins, like dolphins can swim
Though nothing,
nothing will keep us together
We can beat them, for ever and ever
Oh we can be Heroes,
just for one day

I, I will be king
And you, you will be queen
Though nothing will drive them away
We can be Heroes, just for one day
We can be us, just for one day

I, I can remember (I remember)
Standing, by the wall (by the wall)
And the guns shot above our heads
(over our heads)
And we kissed,
as though nothing could fall
(nothing could fall)
And the shame was on the other side
Oh we can beat them, for ever and ever
Then we could be Heroes,
just for one day

We can be Heroes
We can be Heroes
We can be Heroes
Just for one day
We can be Heroes

We're nothing, and nothing will help us
Maybe we're lying,
then you better not stay
But we could be safer,
just for one day

Oh-oh-oh-ohh, oh-oh-oh-ohh,
just for one day

Pick a scene from Part 2: chapters 3-7 and do the following:

Draw either a symbolic or literal depiction of scene from those chapters on a 8"x 11" sheet of paper. Include a caption at the top or bottom of the scene or talk or thought bubbles emanating from the characters.  The captions/thought/talk bubbles should include text from the novel. On the back of the drawing, write a paragraph that describes the connection between scene/image you drew, a passage/text in the novel, and Orwell's development of some idea in the novel.

Even if you are not a great artist, please take time to draw slowly and carefully and to be neat with your work.  Being thoughtful and careful will help you convey your scene and your insights.

HW: Read and annotate part 2, chapter 8, 167-179.  Also, make sure you come prepared with one inferential discussion question (a textually-based question) from Part 2 chapters 6-7 or one from Part 2, chapter 8 (your choice).

If you have not taken either the rhetorical analysis MC quiz or written the rhetorical analysis essay, that is top priority for you and I will have you do that now.

The rest of you will do another Rhetorical Analysis Practice for 15-20 minutes.

7th period: 

Erica and Kelsey need to take the multiple choice section.

Alison, Cullen, Stephanie have to finish essays

8th period: 

Colin has to take the multiple choice section
Kimberly has to write her essay

HW: As so many people are out of my 7th period class, in particular, for either the Environmental Science field trip or are making up missed assignments, I am not assigning any more reading tonight.

However, make sure that you have carefully read Part 2: Chapters 6 and 7 and have written a good inferential question for discussion.

In-class rhetorical analysis essay

Print, staple your annotated prompt with rubric to the back and hand in.

Also submit it to turnitin.com

HW: Read Part 2: Chapters 6 & 7 and write one discussion question total

Learning Target: Using essay examples from actual AP exams, I can reflect on how I can best organize and express my insights into how Orwell's uses language (e.g., word choices/selection of details/organization of the passage/juxtaposition of images/sentence structure etc) to help him create particular effects (e.g., create a particular atmosphere/mood in a scene/shift the atmosphere/mood) and achieve particular purposes (e.g., develop themes, emphasize certain conflicts/dangers, juxtapose what should be with what is).  

Today we will practice for your essay writing by looking at two example essays and again at our 1984 passage.

Tomorrow we will meet in Library Room B and you will write your essays.

Regarding yesterday's quiz...after looking at the data, I have decided that I will likely break your grades down the following way:

6-8 correct = 95% 
4-5 correct = 85%
1-3 correct = 75%

Activity: Reviewing two solid essay responses to a prompt similar to our 1984 prompt.
Rhetorical Analysis AP essay examples Santa Ana winds (20 mins)

Read the essays and the critiques, keeping in mind that even the "average" response would be a strong essay in a typical class.  Remember, that is "average" for an AP exam, which means it is still a strong essay for an in-class effort (seeing both the passage and the prompt for the first time and then writing the response, all in 40 minutes).  But also keep in mind that both students wrote these in May, so they had approximately 6 -7 months more practice in writing rhetorical analysis essays; so, if this is hard for you now, just know that it will get easier and better with practice.

Homework: Review the example essays, your 1984 passage, and practice your essay.

Example AP rhetorical analysis essays

Part 1: Rhetorical Analysis/Reading Comprehension Assessment (8 questions)

Please pick up the reading passage packet and the questions and gradecam packet.  Put your name on the gradecam packet.

Please hand both in when you are finished.

Then, pick up the Rhetorical Analysis essay prompt. 
It is worth 26 points, not 36.
Put your name on the packet. 
Read the rubric.  
You will read and annotate the packet today, perhaps create an outline, and then you will hand it in as you leave class.  
You will write the actual essay in class tomorrow. When using evidence directly from the text, please embed short quotes into the flow of your sentences.

Homework: Please read Part 2, chapter 5 (147-156) and practice writing your essay. You may bring in a notecard with a thesis statement to guide your paper, but no other notes.  Other than the thesis statement, the only notes you can are the ones you took in class today. If you wish to review the passage tonight, it is on pages 117 to 119 in your book.

1984, Part 2, chapter 2 Rhetorical Analysis Essay:

(36 points):  Read this, take notes, perhaps create an outline. Tomorrow you will write your essay. 

Write an essay explaining how Orwell uses various rhetorical elements to contrast the hope and beauty of a budding relationship with the darker realities of life in Oceania.  You might wish consider some of the following rhetorical/literary elements: his selection and arrangement of details; imagery; setting; and mood/atmosphere.   Please write legibly.

Part 2, Chapter 2

Winston picked his way up the lane through dappled light and shade, stepping out into pools of gold wherever the boughs parted. Under the trees to the left of him the ground was misty with bluebells. The air seemed to kiss one's skin. It was the second of May. From somewhere deeper in the heart of the wood came the droning of ring doves.

He was a bit early. There had been no difficulties about the journey, and the girl was so evidently experienced that he was less frightened than he would normally have been. Presumably she could be trusted to find a safe place. In general you could not assume that you were much safer in the country than in London. There were no telescreens, of course, but there was always the danger of concealed microphones by which your voice might be picked up and recognized; besides, it was not easy to make a journey by yourself without attracting attention. For distances of less than 100 kilometres it was not necessary to get your passport endorsed, but sometimes there were patrols hanging about the railway stations, who examined the papers of any Party member they found there and asked awkward questions. However, no patrols had appeared, and on the walk from the station he had made sure by cautious backward glances that he was not being followed. The train was full of proles, in holiday mood because of the summery weather. The wooden-seated carriage in which he travelled was filled to overflowing by a single enormous family, ranging from a toothless great-grandmother to a month-old baby, going out to spend an afternoon with 'in-laws' in the country, and, as they freely explained to Winston, to get hold of a little blackmarket butter.

The lane widened, and in a minute he came to the footpath she had told him of, a mere cattle-track which plunged between the bushes. He had no watch, but it could not be fifteen yet. The bluebells were so thick underfoot that it was impossible not to tread on them. He knelt down and began picking some partly to pass the time away, but also from a vague idea that he would like to have a bunch of flowers to offer to the girl when they met. He had got together a big bunch and was smelling their faint sickly scent when a sound at his back froze him, the unmistakable crackle of a foot on twigs. He went on picking bluebells. It was the best thing to do. It might be the girl, or he might have been followed after all. To look round was to show guilt. He picked another and another. A hand fell lightly on his shoulder.

He looked up. It was the girl. She shook her head, evidently as a warning that he must keep silent, then parted the bushes and quickly led the way along the narrow track into the wood. Obviously she had been that way before, for she dodged the boggy bits as though by habit. Winston followed, still clasping his bunch of flowers. His first feeling was relief, but as he watched the strong slender body moving in front of him, with the scarlet sash that was just tight enough to bring out the curve of her hips, the sense of his own inferiority was heavy upon him. Even now it seemed quite likely that when she turned round and looked at him she would draw back after all. The sweetness of the air and the greenness of the leaves daunted him. Already on the walk from the station the May sunshine had made him feel dirty and etiolated, a creature of indoors, with the sooty dust of London in the pores of his skin

Rhetorical Analysis Grading Rubric

	EFFECTIVE (8-9)	ADEQUATE (6-7)	STRUGGLING (4-5)	LITTLE-TO-NO SUCCESS (1-3)
POSITION	Clearly stated position; well introduced, a decisive thesis statement	Clearly stated position; adequately introduced; a clear thesis statement	Does not develop or state position well or clearly.  The position is not always clear.	The position is NOT developed; and/or the position fails to make a statement that responds to the prompt.
ARGUMENT	Convincing & well supported; logical	Generally convincing & generally supported; logical	An argument is attempted, but perhaps too simple or simplified	Fails to present an argument; may summarize text as a substitute for real argument
SUPPORT	Uses thoughtful, relevant evidence logically.  Evidence pertains perfectly to HOW the author uses language and what EFFECT this usage achieves.	Most examples are used effectively to support the position.  There is a satisfactory attempt to show HOW the author uses language and what EFFECT this usage achieves.	Uses examples, but may misunderstand, misrepresent, or oversimplify some of them.  The link between the argument & examples is weak.  There is a largely inadequate attempt to show HOW the author uses language and for what effect.	Merely alludes to examples in the text rather than citing them; completely misreads or misunderstands the author’s use of language and his/her intent, as well as the link between usage and effect.
PROSE	Demonstrates an ability to control a wide range of elements of effective writing; controls language	May contain lapses in diction or syntax, but is generally clear, with generally good control of language.	Immature control of writing; vague & imprecise phrasing; lapses in grammar, but still fairly readable.	Consistent weakness in writing; lack of development or organization; grammatical problems.

TOTALS

Bellringer: If our society was like Oceania, and you had to meet someone you weren't supposed to meet (due to societal or legal prohibitions), how would you arrange to  meet them? Where would you meet?  Presume that you might be a person of suspicion already and normal forms of communication such as cell phones and computers may well be monitored.  Also, assume the level of video and audio surveillance described so far in the book.  How would you meet that person and then talk in a way that avoids detection (it doesn't have to be a lovers' rendezvous; you might be trying to escape authorities, organize a group of resisters, plot a revolution, etc.)? 

In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect is known as Anaphora.

Anaphora, possibly the oldest literary device, has its roots in Biblical Psalms used to emphasize certain words or phrases. Gradually, Elizabethan and Romantic writers brought this device into practice. Examine the following psalm:

“O LORD, rebuke me not in thine anger, neither chasten me in thy hot displeasure.
Have mercy upon me, O LORD; for I am weak: O LORD, heal me; for my bones are vexed.
My soul is also sore vexed: but thou, O LORD, how long?”

The repetition of the phrase “O Lord,” attempts to create a spiritual sentiment. This is anaphora.

Common Anaphora Examples

It is common for us to use anaphora in our everyday speech to lay emphasis on the idea we want to convey or for self affirmation. Read the following anaphora examples:

• “Every day, every night, in every way, I am getting better and better”
• “My life is my purpose. My life is my goal. My life is my inspiration.”
• “Buying nappies for the baby, feeding the baby, playing with the baby: This is what your life is when you have a baby.
• “I want my money right now, right here, all right?”

## Discuss your inferential questions from last night in groups of three.

Rhetorical analysis of Part 1, chapter 8 passage.

Rhetorical analysis of Part 2, end of chapter 1

By Wednesday, October 14 read Part 2, chapters 3 & 4 (126-147).

Simple day: Reading

Hand back quizzes

Read Section 2: chapters 1-2 (pp 105 -126) and write two discussion questions for tomorrow.

By Wednesday, October 14 read from 127-147

Bellringer: 
What was the stated reason that the US went to war in Iraq? 

Share your example of doublethink with a partner.

Also, discuss your inferential question with a partner.

Discuss questions in a larger group.

Cognitive Dissonance

In psychology, cognitive dissonance is the mental stress or discomfort experienced by an individual who holds two or more contradictory beliefs, ideas, or values at the same time, or is confronted by new information that conflicts with existing beliefs, ideas, or values.^[1][2]

The Iraq War^{[nb 1]} was a protracted armed conflict that began with the 2003 invasion of Iraq led by the United States. The invasion regime toppled the government of Saddam Hussein. However, the conflict continued for much of the next decade as an insurgency emerged to oppose the occupying forces and the post-invasion Iraqi government.^[49] An estimated 151,000 to 600,000 or more Iraqis were killed in the first 3–4 years of conflict. The United States officially withdrew from the country in 2011 but became re-involved in 2014 at the head of a new coalition; the insurgency and many dimensions of the civil armed conflict continue.

Following an ultimatum for Hussein to leave the country, the invasion began on 20 March 2003, with the U.S., joined by the United Kingdom and several coalition allies, launching a "shock and awe" bombing campaign. Iraqi forces were quickly overwhelmed as U.S. forces swept through the country. The invasion led to the collapse of the Ba'athist government; Saddam was captured in December 2003 and executed by a military court three years later. However, the power vacuum following Saddam's demise and the mismanagement ofthe occupation led to widespread sectarian violence between Shias and Sunnis as well as a lengthy insurgency against U.S. and coalition forces. The United States responded with a troop surge in 2007, identified as the COIN strategy; the heavy American security presence and deals made between the occupying forces and Sunni militias reduced the level of violence. The U.S. began withdrawing its troops in the winter of 2007–2008. The winding down of U.S. involvement in Iraq accelerated under President Barack Obama. The U.S. formally withdrew all combat troops from Iraq by December 2011.^[50]

The Bush Administration based its rationale for war principally on the assertion that Iraq possessed weapons of mass destruction (WMDs) and that Saddam's government posed an immediate threat to the United States and its coalition allies.^[51][52] Select U.S. officials accused Saddam of harboring and supporting al-Qaeda,^[53]while others cited the desire to end a repressive dictatorship and bring democracy to the people of Iraq.^[54][55]After the invasion, no substantial evidence was found to verify the initial claims about WMDs. The rationale and misrepresentation of pre-war intelligence faced heavy criticism within the U.S. and internationally.

Prior to September 2002, the CIA was the Bush administration's main provider of intelligence on Iraq. In September, a Pentagon unit called Office of Special Plans (OSP), was created by Paul Wolfowitz andDouglas Feith, and headed by Feith, as charged by then-United States Secretary of Defense Donald Rumsfeld, to supply senior George W. Bush administration officials with raw intelligence pertaining to Iraq.^[56]Seymour Hersh writes that, according to a Pentagon adviser, "[OSP] was created in order to find evidence of what Wolfowitz and his boss, Defense Secretary Donald Rumsfeld, wanted to be true—that Saddam Hussein had close ties to Al Qaeda, and that Iraq had an enormous arsenal of chemical, biological, and possibly evennuclear weapons (WMD) that threatened the region and, potentially, the United States. [...] 'The agency [CIA] was out to disprove linkage between Iraq and terrorism,' the Pentagon adviser told me."^[57]

No homework