·I can write a thesis
which will guide and preview my paper;
·
I can write topic
sentences which are like mini-thesis statements, previewing the supporting
argument for each paragraph and directly supporting the thesis.
Bellringer: How would you define “happiness”? What is necessary for
a person to be happy?
November
10-13, 2014: Formal Journal Entry: It’s a _______________ World
Your original poem inspired by It’s A
Woman’s World – due Thursday, November 13 (typed and formatted like Boland’s
poem)…Enrichment Activity: Imitating the style, syntax, and structure of Boland’s
poem, write a poem which traces the history to the present of some people or
thing.
·Thesis
and topic sentences review
·
Independent
writing time: You may work on your poem or on your essay.
Friday, November 7, 2014
Learning Targets: I can make connections between literature, history, and the world I live today. I can write a logically coherent argument supported by multiple smaller arguments and proofs.
Bellringer: What connections do you see between Heroes and 1984? London Calling What is the tone of Heroes? What words, images, and sounds contribute to that tone? Use your AP Writing source book for guidance on how to talk about the effects of particular word choices? Revised due dates: 2nd draft due Wednesday November 12 Final Draft due Friday, November 14 This poem was written in 1991 by a 40 year-old woman in Ireland. Is it relevant to young American men and women in 2014? Explain your answer.
Is it more or less relevant for young men and women in India or Afghanistan?
What questions do you have about pages 12-14 of the AP Writing Sourcebook? Did you notice...?
Thesis primer
Through its contrasting river and shore scenes, Twain's Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave "civilized" society and go back to nature.
Through[wsw1] one girl’s hatred and another’s desire, Johnson explores the human need for love and the affect the absence of love can have on a person[wsw2].
Although Fitzgerald’s “Babylon Revisited” is set in Paris during the Great
Depression and Faulkner’s “A Rose for Emily” takes place in the South during the 1920’s, both stories weave back and forth in time through retrospection and flashback.
Although Jane does not condemn Blanch Ingram, Rochester, and the rest of the party individually, she disapproves of the principles of the upper class as a whole[WSW3].
While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.
In The Tide Turned, O’Brien’s tale of love between a father and his son illustrates the theme of optimism[wsw4]; even[wsw5] in utter desolation, there is still hope enough for one’s posterity to lead a decent life[wsw6].
[wsw1] Kati begins her thesis with a subordinate (helping/supporting ) clause). This helps set up the main clause by explaining a means by which the author develops the theme.
[wsw2]Complex sentences can get lengthy and awkward; note how Kati avoids this , creating a sentence that says just enough. One simple means of avoiding thesis sentence sprawl is to leave the title of the book out of the thesis. Since Kati mentioned the title of the book earlier in the paragraph, there is no need to mention it again.
[WSW3]Complex sentence – subordinate clause, main clause
[wsw4]First clause introduces a broad theme; it sets up the main clause that follows.
[wsw5]The second clause, Brian’s main point, is more specific. Brian uses the adverb even to emphasize just how bad the conditions are and yet…then he delivers his main point, a more specific explanation of the optimism he saw in the novel.
[wsw6]Imagine you are giving a speech. How would yolu open it so that you connect with your audience and then flow naturally from one sentence to the next - from Charles. Using this strategy will help you remember that you are writing for an audience and that every sentence and paragraph should serve a purpose. This in turn will encourage unity and coherence.
Page 43: Avoiding "this" sentence starters.
Writing first drafts without quotes
TBTT - Tie back to thesis
Take time to research and revise; I want to conference with you quickly. (25 minutes) Last night's Homework: Do a little research on the causes of the French Revolution. Read page 12 in the gold AP Writing Sourcebook. Note how you can cite embedded quotes into sentences and put the page # at the end of the sentence. Bring a typed draft tomorrow (10 points); you will do a self-assessment of your paper and I will conference with people. We will also do some follow-up work with It's A Woman's World. Continue discussion about "When the King's head gored it's basket" and the French Revolution" Write an evaluative question Heroes by David Bowie: What is the tone and what contributes to it?
Learning Targets: I can make connections between literature, history, and the world I live today. I can write a logically coherent argument supported by multiple smaller arguments and proofs.
Bellringer: What did you learn about the French Revolution, its causes and women? Revised due dates: 2nd draft due Wednesday November 12 Final Draft due Friday, November 14 This poem was written in 1991 by a 40 year-old woman in Ireland. Is it relevant to young American men and women in 2014? Explain your answer.
Is it more or less relevant for young men and women in India or Afghanistan?
What questions do you have about pages 12-14 of the AP Writing Sourcebook? Did you notice...?
Thesis primer
Through its contrasting river and shore scenes, Twain's Huckleberry Finn
suggests that to find the true expression of American democratic ideals, one
must leave "civilized" society and go back to nature.
Through[wsw1] one
girl’s hatred and another’s desire, Johnson explores the human need for
love and the affect the absence of love can have on a person[wsw2].
Although Fitzgerald’s “Babylon Revisited” is set in Paris during the Great
Depression and Faulkner’s “A Rose for Emily”
takes place in the South during the 1920’s, both stories weave back and
forth in time through retrospection and flashback.
Although Jane does not
condemn Blanch Ingram, Rochester,
and the rest of the party individually, she disapproves of the principles of
the upper class as a whole[WSW3].
While both Northerners and Southerners believed
they fought against tyranny and oppression, Northerners focused on the
oppression of slaves while
Southerners defended their own right to self-government.
In The Tide Turned,
O’Brien’s tale of love between a father and his son illustrates the theme of optimism[wsw4]; even[wsw5] in utter desolation, there is still hope
enough for one’s posterity to lead a decent life[wsw6].
[wsw1] Kati begins her thesis with a subordinate
(helping/supporting ) clause). This
helps set up the main clause by explaining a means by which the author develops
the theme.
[wsw2]Complex
sentences can get lengthy and awkward; note how Kati avoids this , creating a
sentence that says just enough. One
simple means of avoiding thesis sentence sprawl is to leave the title of the
book out of the thesis. Since Kati
mentioned the title of the book earlier
in the paragraph, there is no need to mention it again.
[WSW3]Complex
sentence – subordinate clause, main clause
[wsw4]First
clause introduces a broad theme; it sets up the main clause that follows.
[wsw5]The
second clause, Brian’s main point, is more specific. Brian uses the adverb even to emphasize just how bad the conditions are and yet…then he
delivers his main point, a more specific explanation of the optimism he saw in
the novel.
[wsw6]Imagine
you are giving a speech. How would yolu
open it so that you connect with your audience and then flow naturally from one
sentence to the next - from Charles.
Using this strategy will help you remember that you are writing for an
audience and that every sentence and paragraph should serve a purpose. This in
turn will encourage unity and coherence.
Page 43: Avoiding "this" sentence starters.
Writing first drafts without quotes
TBTT - Tie back to thesis
Take time to research and revise; I want to conference with you quickly. (25 minutes) Last night's Homework: Do a little research on the causes of the French Revolution. Read page 12 in the gold AP Writing Sourcebook. Note how you can cite embedded quotes into sentences and put the page # at the end of the sentence. Bring a typed draft tomorrow (10 points); you will do a self-assessment of your paper and I will conference with people. We will also do some follow-up work with It's A Woman's World. Continue discussion about "When the King's head gored it's basket" and the French Revolution" Write an evaluative question Heroes by David Bowie: What is the tone and what contributes to it?
London Calling
First Draft due Friday, November 7.
Almost Final draft due Tuesday, November 11
Final Paper Due November 12
Thursday, November 6, 2014
Learning Targets: I can use my questioning and critical thinking skills to reflect on literature and the world. I can write a focused thesis which states a claim which is supported by focused body paragrpahs with clear topic sentences. Bellringer:
What are the characteristics of a bad small group discussion?
Small group discussion about It's A Woman's World?
Weak interpretive question: What does Walker mean by "moved and changed/ her name/and sounded precise/when she spoke And frowned away/ our sloppishness. ” ?
Good version of that interpretive question: In lines 65-70 say “and moved and moved and changed/ her name/and sounded precise/when she spoke And frowned away/ our sloppishness. ” Is Molly just growing up or is she becoming distant? Did she lose hope? Was she embarrassed of her family or more worried for them?
Is the line “to
appetize our gossip” meant to berate women for their historic role as
homemakers or praise them for it?
In what ways does
“flame burn more greedily” in a modern woman’s life, as compared to a woman of
the past? How is this change manifested?
What does the author
mean by milestone and oversights in the 3rd
stanza? Is she saying that women place
too much significance on insignificant things?
The author uses the
term fire-eater twice in the poem. Since
this word is not that common, is there and added significance beyond its
original content?
Larger group discussion about the poem How do you think the average woman in Afghanistan or Africa would relate to this poem? Would it differ or be essentially similiar to a 17 year-old American's reaction? Last night you did the following: Read the excerpt from Frank McCourt’s Angela’s Ashes (page 13 of yellow book). Then read the lesson Improving Your Focus: Creating Continuity Between Your Thesis Statement and Body Paragraphs following the guidance and examples in that lesson. Then, tonight, type a basic outline which includes your thesis statement, and clear topic sentences for each of your body paragraphs. The number of body paragraphs is up to you. Leave several spaces between each of your sentences so that you can do some self-editing tomorrow.
Outline:
Thesis:
Topic Sentence 1:
Topic Sentence 2:
Topic Sentence 3:
Topic Sentence 4 (etc):
Today, you will work on your drafts while I circulate around to see how your works is going. I will meet briefly with you.
Homework: Do a little research on the causes of the French Revolution. Read page 12 in the gold AP Writing Sourcebook. Note how you can cite embedded quotes into sentences and put the page # at the end of the senence. Bring a typed draft tomorrow (10 points); you will do a self-assessment of your paper and I will conference with people. We will also do some follow-up work with It's A Woman's World. First Draft due Friday, November 7.
Almost Final draft due Tuesday, November 11
Final Paper Due November 12
Wednesday, November 5, 2014
Wesley, November 5, 2014
Learning Target
I
can write strong inferential and evaluative questions to help myself and others
explore complex and meaningful literature.
1. Take out a sheet of paper and at the top of the
paper, write the letter of the 1984 prompt you are leaning towards and write
your draft thesis. Then spend some time just capturing your thoughts without
worrying about organization or spelling.
Fill up a page with ideas and insights related to your thesis and paraphrase portions of 1984 which might think you might quote or allude to in your essay.
Write as much as you can in 7 minutes.
2. Now, let’s take a look at page 16 of your yellow
writing book. We will read the
poem. Then we will review the Thesis
statement mini-lesson on page 17.
3. Now, rewrite your thesis so that it makes a more
precise claim and previews how that claim will be defended. Follow the guidance and examples provided in the lesson.
4. Okay, please take out your poems from
yesterday. Self-assess your interpretive
question from yesterday using the checklist on the screen. Lines 65-70 say “and moved and moved and
changed/ her name/and sounded precise/when she spoke And frowned away/ our sloppishness. ” Is
Molly just growing up or is she becoming distant? Did she lose hope? Was she
embarrassed of her family or more worried for them?
1.Lines 35 through 42 have a lot
details about things her sister did: “knew all the written things that made us
laugh…walked among flowers and brought them inside the house…looked bright…made
dresses, braided hair…frowned on wasp bites…”.
Some of these things sound like the things mothers usually do. Why did Molly do all of these things for her
younger brothers and sisters? What
position did Molly play in the family? Use evidence from the poem and your own
insights to support your response.
Final
Paper Due November 12
Inferential question self-assessment
Characteristics Yes
or no. If no, why?
1.You should be able to write at least two
different answers to it, supporting each answer with evidence from the text.
2.The question should express serious genuine
doubt or concern.
3.The question should be specific to the text
under discussion. If the question can be asked, with only minor changes,
about other written works, then it is probably too general. For example, the
question Why does Antigone have a sad
ending? is not sufficiently specific. But Is Antigone doomed because she is the daughter of Oedipus, or does
she determine her own fate? is more specific and therefore easier to
address.
4.Does it include a quote from the text? For our
purposes, interpretive questions should always include a quote, thus clearly
rooting it in the text.
5.The question should be clear, and easy for
another person to grasp immediately. Make sure your question and follow-up
questions/hypotheses are precise and clear, not leaving the reader guessing
at what you mean. Use simple and direct language.
Score out of 5 ________?
Part 2 of assessment: Look again at your
question(s).
Could it be evaluative? Answer
and Explantion
Is it truly inferential or is
it perhaps evaluative?
If some parts are inferential and
other parts are evaluative, which parts are fall into the inferential
category and which are evaluative?
Homework: Read the excerpt from Frank McCourt’s Angela’s Ashes (page 13 of yellow
book). Then read the lesson Improving Your Focus: Creating Continuity
Between Your Thesis Statement and Body Paragraphs following the guidance
and examples in that lesson. Then, tonight, type a basic outline which includes
your thesis statement, and clear topic sentences for each of your body
paragraphs. The number of body
paragraphs is up to you. Leave several spaces
between each of your sentences so that you can do some self-editing tomorrow.
Outline:
Thesis:
Topic Sentence 1:
Topic Sentence 2:
Topic Sentence 3:
Topic Sentence 4 (etc):
First
Draft due Friday, November 7.
Almost
Final draft due Tuesday, November 11
Final
Paper Due November 12
Tuesday, November 4, 2014
Learning Target: I can reflect on my growth as a rhetorically aware reader and writer and set goals based on that reflection. 1. Self Assessment on Rhetorical Awareness and Writing 2. 1984 Essay Prompt
3. Like most historic peoples
we are defined
by what we forget,
Homework:
Make a tentative choice from the 1984 essay prompts and write a working thesis.
Write two interpretive questions for discussion of It's A Woman's World by Eavon Boland
Monday, November 3, 2014
In-class formative assessment... Learning Target: Writing for the purpose of practicing and measuring your growth as a rhetorician. Reread the passage beginning at the top of 219 and ending at the bottom of 220. Then write a rhetorical analysis essay in which you describe Orwell’s tone in the passage and how particular rhetorical choices contribute to this tone. Also address whether the tone seems appropriately suited to Orwell’s subject matter and purpose(s) in this passage. Some possible rhetorical elements to consider could include but are not necessarily limited to the following: diction, syntax, figurative language, images, organization/structure, and selection of details. Suggested Length 4-5 paragraphs No Homework
