2nd Qtr Exam

The test is a combo of matching, multiple choice and short answer.  Some questions will be answered right on the test while others will be scantron.

1. Terms--know the textbook terms from this quarter including Toulmin logic, fallacies, humor, etc.
2. Course content--in addition to terms, you'll need to understand the key concepts in the chapters on Toulmin logic, fallacies, the "research chapters," and humor.
3. AP Multiple-Choice section--you'll read one nonfiction passage and answer the questions following which focus on critical reading and rhetoric we have covered thus far in the course.

To Prepare:  Your best strategy is a well-done and organized journal.  If you use your journal well, take notes over your own reading and supplement them with class discussion notes, you probably have the answer to every question on the test.  We have made what is important very clear in class.  

However, if you haven't done a lot of great preparation in your journal, we would HIGHLY SUGGEST you go back and read all of the assigned chapters, hopefully remembering/looking at the notes and discussion from class, to be sure you understand all of the important rhetorical concepts.

Web Assessment Activity

This will be an in-class activity on Friday.  If you are absent for any reason, be sure to complete this on your own before your journal is due on Monday.

1. Choose a topic, any topic.  Choose something easy and fun.

2. Find two internet sites that deal with your topic: one that you know will be a credible and reliable source and one that you know will not be credible or reliable. 

3. For each site, complete a write-up in your journal that includes the URL and the answers to the credibility check questions on p. 415 of your textbook.  Then reflect briefly on the differences between the two.

Porfolio How-To

Once your pieces are completed, edited and polished, and totally ready to be turned in:

1. Create a new document called 1st Semester Portfolio or something like it.
2. Copy and paste all of your pieces into that one file.
3. You MUST have your Nabokov essay.
4. You MUST have your final draft of your definition argument.
5. You MUST have at least two NEW arguments you wrote this quarter.
6. You MAY have include other items if necessary to prove your understanding/use of ALL of the skills on the 1st semester portfolio checklist
7. If you have a piece that uses Power Point, convert it to a PDF.  Then try to copy and paste it from there into your portfolio document.  If that doesn't work, please email your teacher and we will come up with a plan B.
8. To show your revisions based on feedback:  pick one piece that has undergone multiple drafts with significant change.  Put those drafts (properly labeled and in order) in your portfolio document to show the change.  You might also consider a screenshot of feedback that prompted those changes, though this part is not required.  If you don't know how to take a screenshot on your particular type of computer, google it.  It is different depending on what type of system you're using (Mac, Vista, Windows XP).
9. You do not have to put anything in your portfolio to show the helpful feedback you provided your peers.  Your teacher will assess that based on your completion and appropriate participation in the peer reviews this semester.
10. Once everything is in your portfolio document, add page numbers to the document.
11. Create a Table of Contents page for the beginning of your portfolio document.  Include the title of each piece and page number it BEGINS on.
12. Save.
13. Upload to Turnitin

Portfolio Polishing

AP Lang

Proofreading & Polishing Checklist

Before you submit your final portfolio, you MUST edit and polish your pieces!!! The feedback you've received from your peers and teacher has been on content only, but the final draft is the time to be sure your mechanics, presentation, and details are clean and correct.  Below are some last revision considerations and a polishing checklist.  Begin at the top, go through EACH step with EACH piece of writing.  Doing so carefully and thoroughly should ensure a reasonably clean final draft.

Add:

1.    Opening sentences that grab your reader’s attention—not in cheesy English 9 ways, but in authentic, thought-provoking ways that get them reading your argument

2.   Sensory detail that creates pathos, ethos, and logos.  Make your readers care about your argument with emotion, trust you because you’ve done your homework and include pertinent details, and understand your logic with solid facts, reasoning, and explanation.

3.   Conversations or thoughts that run through your head—especially in a narrative, use DIALOGUE!  It’s engaging and it shows what’s happening rather than just telling.

4.   Action, gestures, facial expressions, description of place or people, signal words, outside research, narrative details, definition, and explanation can all help your argument.

Subtract (No single argument should be more than 750 words):

1.    The junk—In each sentence experiment with pulling out words you don’t need.  Start with words like “which” and “that” and “started to . . .”  Make your writing FAR more concise than you though you could.

2.   Repetition—read each sentence one at a time out loud.  Get rid of words, phrases, ideas.

3.    Combine and condense sentences so you say the same thing in fewer words and space.  See how tight you can make your argument. 

Substitute and Rearrange:

1.    Use the Find feature.  Find “you”—Do you mean “I”

2.   Find “I” – Do you need third person or impersonal text?

3.   Word choice—Don’t substitute simply using the thesaurus.  Rewrite sentences.  Replace unspecific, or overused words with precise fresh language—but don’t use words you don’t really know or that will sound awkward given your tone and style.

Independent Reading Nabokov Essay

Your last required portfolio piece will be an essay that illustrates your understanding of Nabokov's rules for readers and writers AND how you applied them to your independent reading book this semester.  You will assess yourself as a reader and assess the author of your fiction choice as a writer. This should be done only in the context of the Nabokov piece, "Good Readers and Good Writers." 

Objectives:

• demonstrate your understanding of the Nabokov essay
• analyze yourself as a critical reader, identifying your strengths and weaknesses when reading fiction on your own
• continue your work with argumentation and analysis
• demonstrate your ability as a writer: structure, organization, support, and standard English

The Assignment

This paper should have two distinct parts.  You should begin with a very brief intro where you introduce the title and author of your book, introduce Nabokov and the title of his essay, and include an overall thesis for your paper.  Feel free to fill in the blanks on this one:  "I was a ________ reader of (author's last name)'s great writing."  This is an academic-style essay (though it will be longer than 5 paragraphs) because your audience is your teacher, your authority is your understanding of course content, and your purpose is to show what you know and can do.

  
Part One
In Part One, assess yourself as a reader of your independent reading book using Nabokov's standards of major and minor readers. You must accomplish this in no more than two pages of MLA format, double-spaced, Times New Roman size 12 font.  YOU and the NOVEL are the focus here: Do not summarize Nabokov's points.  Show how YOU stack up to his criteria and make sure you have evidence to support your claims about yourself!

• Remember that your audience is your teacher. We have read the Nabokov essay and do not need it explained.  Keep the focus on you and how you read the novel.
• Consider what textual evidence will best support your points. Make sure you choose the best evidence to prove your point.  You might also quote your own notes as evidence of your critical reading.
• Don't rely on only one part of the text for all of your paper's support. We will question whether you are even familiar with the rest of the book....
• Be specific and avoid the obvious. Does this paper explain how I read this novel in relation to Nabokov or could this have been written by a generic student?  Because this section is about how YOU read the book, it should be written in first person.

Part Two
In Part Two, explain how the author of your book fits all three criteria for Nabokov's major writer. You should also have evidence for this--quotes from the book that SHOW the author fulfilling Nabokov's roles for great writers. This section should also be no more than two pages.  Keep in mind, we made you choose a book that IS great literature.  Therefore, you're not determining IF the write fulfills these roles; your job is to use your critical reading skills to figure out HOW the author does it.

• When you talk about the author as a storyteller, don't simply summarize the novel. Show HOW the author is good at storytelling (the entertainment part)
• Be careful with the enchanter section.  Remember, enchanter doesn't mean magical in a abracadabra kind of way.  It is the artistic brilliance of the author--the way all of the details come together in the end.  Again, don't use plot summary here.  You must prove that the writer is, indeed, an enchanter.
• Because the focus of this section is on the AUTHOR, it should be written in third person--no "I" or "you."

Overall

• Audience and purpose should always influence your tone and level of language.
• No one except you should ever see a first (and probably a second) draft of any major writing assignment.  This paper will not receive formal in-class feedback, but it should be as polished as your other new portfolio pieces.  Make sure the paper you turn in is your best work.

AoW Nov. 20

This week, we need to work on humor.  A lot of people struggled with the Onion analysis on Friday, so let's do a little more practice.  I have selected a very short piece--again from The Onion, again it is satire.  Read the article and spend some time in your journal analyzing the strategies used to make the point:

1. Identify the main argument/point
2. Write at least a half page analysis of HOW the satire works--what strategies is the author using to make fun of his/her subject?  How does it relate to the point about real life?

Good luck, do a good job, and enjoy a few laughs!

Man Who Drinks 5 Diet Cokes Per Day Hoping Doctors Working on Cure For Whatever He's Getting

Upcoming Deadlines!

There's LOTS of stuff to be working on.  If you're one of those students who has only been doing Lang work in class or on Wednesday Workday, it's time for you to change your strategy or you'll be in a world of hurt at the end of the quarter.  You MUST spend some homework time on AP Lang--writing, reading, probably both.  Here are the big deadlines coming up:

• Thursday, Nov. 21--We will go over Nabokov/ind rdg paper details in class
• Friday, Nov. 22--Your LAST opportunity for feedback on writing for your portfolio. Something is due in Turnitin for peer and teacher review--make it something worth getting feedback on... You can begin reading the peer reviews assigned to you anytime AFTER midnight.
• Tuesday, Nov. 26--You will have completed and we will have scored examples of all THREE in-class essay in class by now.  You will need to choose YOUR BEST of the three to hand in for a grade.
• Wednesday, Nov. 27--Peer reviews need to be done by midnight AND your FINAL DRAFT of your definition argument is due.  At the end of your final draft, be sure to include a one-page reflection on the process you went through to get to your final draft:  What kind of feedback was helpful?  What parts of the assignment were difficult? What aspects of writing frustrated or challenged you?  Which aspects were fun, easy, or felt successful?  How do you feel about your finished product?  What did you learn about yourself as a writer as you went through this drawn-out process of revision and more revision?  This self-reflection is a MAJOR part of your grade.  After that many drafts and opportunities for feedback, all of you should have A's for quality.  Roughly half of your grade, then, is based on HOW you got there and what you learned about writing. The reflection is your opportunity to show YOUR side of the story (beyond meeting deadlines, incorporating feedback into your drafts, etc.)
• After Thanksgiving--We begin 2-a-week lab days.
• Monday, Dec 9--Journals due for quarter grade.
• Wednesday, Dec 11--Portfolios due.  This is an electronic portfolio, submitted to Turnitin. You do not need a 3-ring binder or crazy document covers or anything of the sort.  This is an almost-paperless class--we won't change that for the portfolio either.  A portfolio is a collection of work that documents your writing over time, growth, and achievement of particular skills and concepts.  You will put all of your pieces into one document which can then be uploaded to Turnitin.  Very clear logistical instructions are coming your way after Thanksgiving. For now, work on getting the writing done!
• Friday, Dec 13--2nd quarter exam
• Semester Exam--You have to come.  There are no exemptions.  During that testing period you will complete a persuasive argument in which you self-assess your learning so far in the course and argue what grade you deserve for your progress in both writing and critical reading.  More info to come, but it will be big and time-consuming, though not something you have to study for.

AoW Nov. 13

Here's an article by Stephen King (actually published in Playboy back in the day) that talks about the appeal in horror.  Might be interesting for those of you writing about violence in the media/video games.  Enjoy!

Chapter 13 on Humor

You read the chapter on humor.  There are LOTS of considerations when it comes to humor. Be sure you know and understand the potential benefits and problems with humor that your textbook outlines when it comes to rhetoric.  Later this week, you'll be analyzing an argument completely based on humor--satire to be specific.  But there are lots of other ways to use humor.

I've chosen a Dave Barry column for you to read.  Keep in mind that a columnist is read by many, mostly for enjoyment and funny/interesting commentary on life and society.  Therefore, his "argument" has a far different purpose and audience than the pieces you'll write for AP Lang.

Read the article and make note in your journal the various types of humor he uses.  See if you can see examples of the types of humor your textbook laid out for you.  Note examples/quotes from the text that demonstrate that.  Also pay attention to where his humor works--what makes you laugh either out loud or in your head OR makes a point by being funny.  Where does his humor not work for you--you don't get it or it has a bigger potential for being offensive to some part of the audience?

You should only spend about 10 minutes on this article and the journaling.  Then, return to my classroom, get into groups of 3-4, and discuss the questions I have left for you.  Be sure to note in YOUR OWN JOURNAL the answers your group comes up with.

AoW Oct. 23

Your portfolio writing can be anything--any argument you want to make.  You can be inspired by a journal prompt, another class, something on Twitter, an AoW, or just your life.  This is a piece I wrote for a writing class two summers ago.  It was inspired by my love/hate relationship with my house--specifically the two outlets in my bedroom that have a window air conditioner, bedside lamp, baby monitor, two phone chargers, and a fan that all need to be plugged into them.  But that was only the inspiration--it became an argument about something else.

Read the piece.  In your journal, note stylistic techniques you like, rhetorical modes or appeals you notice, and any topics from your own life you might think of while reading.  Once you're done reading the whole piece, also pinpoint in your journal the claim (thesis), reasons, and warrants going on.

My House

by Kim Grissom

An old house is a beautiful thing.  Something with its own soul, its own personality, a rich history that gives it what they call character.  Many years ago I thought I’d want a new house—one with modern sleek lines, open floor plan, crazy huge kitchen.  All in a new section of town where everything was shiny and hip.  At some point I changed my mind about all of that.

I dreamed of a wide porch on the front where I could sit under a ceiling fan with a cup of coffee watching the neighborhood go by.  I wanted plain, wide trim and floors that creak, and established trees that throw long shadows over homes and yards.  I didn’t want to be in a subdivision—I wanted to be right in the thick of things.  Right where I could watch the goings-on of a community from my kitchen window while I wash dishes.

And I got it all.

I got the porch so deep I can always find a shaded seat even though it faces south.  There’s no ceiling fan, but there’s space for the blue baby swing that flies protected from rain and sun.  I got the trim and the creaky floors and shade and three blocks from the square.  I even got more:  windows in closets, built-ins in nearly every room, radiators.  I got steps that tell you someone’s on them, 43 windows that allow the breeze to keep the plaster-walled rooms cool and comfortable until it gets above 85 degrees outside.

I got a tiny bedroom, no bigger than any of the other bedrooms so it can’t really be called a master.  And it doesn’t have its own bathroom; it shares the only upstairs bathroom with two other bedrooms.  There’s a closeness to that.  The same kind of closeness of sleeping with the doors to those bedrooms open at night to allow the cross-breeze to keep us all comfortable.  There’s a different kind of family in that—not closing everyone off to sleep in privacy, but allowing the snores to wander into another room and to hear the swishing of a child turning over.

I got the detached garage.  One I have to scoop myself to in the winter. But also a cute bricked walkway through a miniature backyard, just big enough for a 9-pound dog (or a toddler) to run circles in.

I got tall ceilings, a small kitchen, clawfoot tubs, and knob and tube wiring.  I got only two outlets in my bedroom.

And what I love about all of it is the constant reminder of the way things used to be.  A more uncomfortable day, perhaps—no central air in July is certainly sweaty regardless of how many windows there are.  But a reminder of an age that wasn’t disposable.  Where houses were built to stand forever, where craftsmanship was valued, where you put your money in quality and usefulness.  Where homeowners didn’t settle for lower-quality building materials in order to pay for the top-of-the-line appliances and new furniture.  

A day where community mattered.  Where kids played outside and adults talked to neighbors from their porches.  Where people walked to work.

Do you know I have neighbors who drive 2 to 6 blocks to their job and back every day?  What would our great grandparents think of that?

What would they think of houses that only have windows in the front and back?  Of houses with no porches?  Only fenced-in yards with back decks hidden from the neighbors.  What would they say of people who don’t know their neighbors?  Who are afraid to let their children play outside without a fence to shield them from strangers’ eyes?

My house reminds me of the difference time has created.  It reminds me of the changes in our society and makes me yearn to take the old ways—at least some of them—back.  It reminds me that we shouldn’t get rid of the old just because it IS old.  We, too, should value quality.  Central AC is good—a great addition to an old house (if you can afford it).  But why can’t we learn from the old ways, before they had air conditioning? Why do we build houses that force us to keep the windows closed and run the AC merely because the pleasant temperature outside can’t find a way in?  Why do we drive ourselves and our children less than a mile to work or school when walking or biking would be almost as fast and far better for us? Why do we shut ourselves off from others when creating a neighborhood is a step toward a safer place for our children to play?

There is wisdom in my house.  It’s got wooden floors with nail heads poking up and cracked walls and breakers that trip at tiny things.  But it’s been around for 97 years and like most things that have survived that long, it could teach us a thing or two.

Instead of a 1-page reflection of this article/topic this week, write a 1-page journal in which you reflect on something in your life that you love or that bugs you or that you have a love/hate relationship with. Figure out something that you actually just want to write about and do so. It may end up to be inspiration for your own portfolio piece. =)

End of 1st Quarter/Beginning of 2nd Quarter

Based on how 1st Quarter went, there are some key reminders that need to made:

Your journal is IMPORTANT!  Not only is it one of your few grades every quarter, it is also the ONLY evidence you have that you are working on and improving your critical reading skills. Since that is one of the key objectives of the class, you definitely need that evidence. This quarter's grade was not so much about quality as it was about effort.  Obviously we don't expect you to have mastered critical reading, but we did expect you to begin understanding what it is and have a baseline of evidence to show where you are at this point.  Articles of the week, journal questions over key class readings, and in-class activities that ask you to practice critical reading are expected to be in your journal.  If you miss class on one of those days, you are still expected to make it up. Virtually all assignments that can be made up are posted on the blog.  In addition, your journal is also a writer's notebook.  It is a place for in-class writing activities, prompts, and reflections on AoW's that may be inspiration for future arguments of your own.  Do NOT neglect your journal!

Pay attention to the blog posts and resources as well as the AP Lang Google calendar.  If you have a smart phone and your AP Lang assignments aren't linked to it or you haven't arranged to get a text message or other notification, you should rectify that situation TODAY.  Important reminders and deadlines are posted on the calendar that will not necessarily be covered in class.  Make sure you are either checking the calendar regularly OR you get it sent to you in email, text, or calendar syncing form.  If you don't have a smart phone or regular access to the internet, go print off the calendar for the next two months.  It will be updated for the rest of the semester by the end of this week.

Now for 2nd Quarter:

So far, your writing has included a 52 Mondays project, FFN analysis, and your definition argument.  You will be getting teacher feedback on your definition D2 within the week.  You will be expected to revise it, finalize it, and write a critical reflection over the process that paper went through before the end of 2nd quarter.  That paper will have a stand-alone grade.

The other major writing grade for 2nd quarter will be a portfolio of work you will put together to demonstrate a number of criteria.  Your finished portfolio must contain a minimum of two new pieces PLUS your definition final draft and a paper applying Nabokov's rules for readers and writers to your independent reading book.  You may also choose to include your 52 Mondays project or FFN paper if you like.  Below is the list of things your portfolio should show you understand AND can use effectively in your writing.

• Pathos, logos, and ethos
• Various modes to include definition, narrative, compare/contrast, and exposition
• Effective rhetorical devices
• Evidence to convince
• Clear purpose and audience in each piece
• Standard written English
• Correct MLA format and parenthetical citations—at 100% (Nabokov paper should do this)
• Multiple drafts with revision based on feedback
• Concise but convincing explanations
• Smooth transitions and effective, interesting vocabulary
• Effective use of the rhetorical model of writing for all pieces

To receive an A, you must also show evidence of your own helpful feedback as a peer responder.


In the coming weeks, you will journal about writing prompts, read model arguments, and work on additional rhetoric beyond ethos, pathos, logos, and figurative language.  You will also have numerous opportunities to give and receive peer feedback as well as teacher feedback on your writing.  Don't forget that any journal prompts or AoW's you've already written about can be inspiration for portfolio pieces.  You choose your topics, your audience, and your purpose.  In the end, you need to show all of the criteria above, but the way you do it and the kind of writing you use is completely up to you.


Get started today by journaling on one of these prompts:

1.  If you had $100,000 you couldn't spend on yourself, what would you do with it?


2.  The best lesson my grandparent (or any other relative) ever taught me was...


3.  Why do you think some people take advantage of others?

Oct. 9 AoW

After this one, you should have FIVE Articles of the Week in your journal--two we did in class, and three you did on your own in the lab or at home.  Remember, you'll be turning your journal in on Friday so be sure to have everything up-to-date and there!

Here is the link to this week's article.

1st Quarter Exam

Your first major exam is coming up and you might be wondering what you need to know.  Well, what have you learned so far? =)

The philosophy of quarter exams is to focus on the big things--the main objectives we've been working on so far this year:

Critical reading is the biggest thing.  What is it? How do you do it?  What does Nabokov say?  What does Frost say? What does Perrine say?  Make sure you understand ALL of their main points.  Can you demonstrate your ability to critically read something? All of that class practice, articles of the week, and essay reading has not been for naught.  It was practice and instruction in critical reading.  Look over your reading journal notes for Nabokov and Frost.  Look over the notes you took on Perrine.  Make sure you know how to read something and answer basic rhetorical and interpretative questions over it.

Rhetoric is next.  What is the rhetorical model of writing?  What are logos, pathos, and ethos? What do they look like in an argument?  How do they work? Can you explain them?  Can you use them in your own writing?  Look back at the comments on your Fast Food Nation papers to see what you did well and what you may be misunderstanding.  Read or reread the chapters in your textbook that deal with those appeals if you're still having trouble with them.  Make sure you can not only explain them, but you could analyze an argument for how it uses them.

Writing is last.  You'll have an in-class essay to write. You'll need to show that you can read a short argument and understand it's rhetoric.  You'll demonstrate your ability to do that by writing a 5-paragraph essay that analyzes the argument, being sure to answer the prompt.  "Wait a minute? Did you say 5-paragraph essay?  I thought we weren't supposed to write those." Noooo...you're supposed to write with your audience and purpose in mind.  In an in-class essay, your audience is a teacher and your purpose is to show what you know.  The 5-paragraph essay was invented as a simple, efficient way to do that so definitely use it!

What the Exam Will Look Like:

The first day will be the in-class essay.  You'll have the whole period to complete it.  Go back and look at the post on in-class essay and review the tips to help you. You might consider the comments on your first in-class essay and take into account any problems you had there.

The second day will be a "traditional" exam.  There will be several short answer questions over our course content so far.  Then you'll have two short passages to read with multiple choice questions following.

Should You Study?

You should certainly prepare.  Be ready for the essay.  Review your reading journal notes.  Know the tenets of rhetoric.  But if you've been paying attention in class and actually LEARNING and DOING what we've been covering in class the last 8 weeks, you should be fine.

October 2 AoW

This week's "article" is a little different:

It's not one article, but rather a debate that has been spurred by an article written in the New York Times.  Follow the link, choose one article to read, label title and author, and comment on the rhetoric.  Then, for your 1-page response, write your OWN response to the debate.

Poetry to Practice for Thursday

Your assignment for Thursday is to read eight poems we've linked to below.  The objective of this assignment is for you to practice both your critical reading and interpretation skills.

Make notes in your journal about each poem:

1. Title and author
2. Details you notice
3. Questions you have
4. Beginning interpretation (Don't get too worked up about this or do anything lame like try to google the meaning of the poem.  It's practice.  See what you can do.  We'll talk about them in class, so come with some ideas. You might even surprise yourself.)

Class Poetry Exercise

We will practice critical reading and interpretation skills on these poems today in class:

"The Traveling Onion" by Naomi Shihab Nye

"The Pardon" by Richard Wilbur

"Practice" by Timothy Steele

"The Flea" by John Donne

Reminders to Consider:

• Pay attention to the details
• Reread the poem multiple times
• Form a hypothesis and then check the details against it.  If it all works out, you have an interpretation that fits in the "cone of rightness."
• If all of the details don't fit or you can't come up with an adequate explanation for some part of the poem, your interpretation is NOT in the "cone of rightness" so go back and form a new hypothesis.
• Record your interpretation, thoughts, a-ha moments in your journal--it's evidence of your critical reading!

Sept. 25 AoW

Here's an interesting topic for you guys!  Remember, you're reading the article, noting the effective and ineffective rhetoric, and then writing a 1-page reflection that responds to the article.  You might find plenty to say about this one....

Ind Rdg

First quarter is well underway so it's time to pick your independent reading book for first semester.  Here are the guidelines for choosing your book.  Make sure you choose a book soon and you can always use your Wednesday work time to read it.  It will need to be approved so you might decide this week.

We're Splitting Off!

It is time for the Summer AP Lang in Turnitin to end and the AP Lang 2013-14 with your individual teacher to begin.  So here's the scoop on how to do that.

Log in to Turnitin and click to enroll in a class.

Ms. Darrah's Students:
Class ID:  6982554
Password:  Darrah

Ms. Grissom's Students:
Class ID:  6971460
Password:  grissom

Set this up ASAP!  Once you get into the class, you will see your Definition Proposal and draft assignments, as well as deadlines, etc.  You'll need to turn your proposal in to your individual teacher's account by next Monday at 11:59 pm.

Definition Argument

Definition Argument

This paper is what we call a process paper in AP Lang.  It is tedious and long BUT it is where you will become a better writer!  Your argument will go through a proposal, multiple drafts (two drafts for feedback), and a final draft with a critical reflection.

The Assignment: Choose a concept that you think people misunderstand (abstract concepts work best) and develop an original argument convincing a target audience that you're perspective has merit.  Your final argument should be 500-750 words.

Purposes of the Assignment:

• To practice the rhetorical model of writing:  letting audience, content, and purpose drive the essay
• To build a solid argument using the techniques we’ve been studying in class
• To work on making your writing tight and concise
• To play with style and tone in an essay

Article of the Week

Each week--or most--you will have an Article of the Week (AoW) assignment posted on the blog.  Once we get into our once-a-week lab days, that is one of the things you can use that lab time for.  The objectives for this assignment are simple:

• Practice your critical reading skills on short arguments, paying attention to both effective and ineffective rhetoric.
• Respond to the variety of topics and opinions in current discourse which may lead you to ideas for your own arguments.
• Add to your cultural literacy--know what's going on in the world! =)

The assignment is also simple:

1. Read the article.
2. Make note in your journal (under date, title, and author) the rhetoric that makes the argument strong or the rhetoric that weakens it.  What to consider: mode, ethos, pathos, logos, format, length, evidence, style.
3. Write a 1-pg reflection in your journal about the article, responding to its topic, the information you learned, your opinion on the issue, your opinion of the argument itself, and/or any rhetorical strategies you see working in this piece that you could use in your own writing.

The first one we'll do as a class--here it is.

FFN Rewrite

This is a REQUIRED revision assignment in Turnitin.com and is due Tuesday by midnight.

Rewrite Requirements:

• Expand to 750-1000 words
• Include multiple examples of each tenet with explanation of how each works, why Schlosser used that technique/piece of info, and the effect it has on his argument
• Show both strengths and weaknesses in each appeal.
• MLA style with correct textual citations
• Clean mechanics

How I will grade you:

A  successfully fulfills all requirements

A- successfully fulfills all requirements with some minor errors

B  successfully fulfills most requirements--missing something or major errors (level of B determined by this)

C  unsuccessful, unacceptable attempt

Considerations:

• MLA format--use the Purdue OWL if you do not remember how to do this for both formatting of your paper AND documenting of your sources.  One note regarding citations:  you only need the page number since all of your citations are coming from one source.  Example:  "About one-quarter of American children between the ages of two and five have a TV in their room" (51).  Do not use long quotes (four typed lines or longer) as you don't have room in this paper.
• Third person--this is an objective analysis and you're looking at the effect on readers, not you personally.  Argument is always stronger without "I think" or "I believe."
• Intro and conclusion can be short.  Intro should introduce title (books are italicized) and author (whole name) and give some kind of statement about Schlosser using the tenets of rhetoric.  Conclusion should wrap up the argument, make some kind of judgment on how strong/effective the argument is, and feel like the end.
• Once you introduce Schlosser in the beginning, refer to him by only his last name for the rest of the paper.  No Eric or Mr. please. =)
• Logos is singular, as is pathos and ethos. There's no such thing as an etho.
• Remember the hamburger method for quotes:  you always need to introduce the quote, include the quote, and then explain the quote.  Therefore, you would never begin or end a paragraph with a quote.
• To help with your mechanics, go back and look at the document you submitted to Turnitin.  The website has run its own e-grading check for mechanics.  If you hover over the purple boxes, it will tell you the problem.  If you don't understand the problem, you can click on a link and it will take you to a website that explains the rule.

In-Class Essay Prep

5-Paragraph Essay Format:  This is what it was invented for! =)

In a timed essay, you don't have time to be clever or creative with your organization or style.  You have one purpose--to effectively and efficiently show what you know to someone who is scoring you.  So stick to those basics you know:

• Contextualize the topic for the reader
• End your intro with a thesis that is the answer to the prompt--not the prompt reworded as a thesis but an ANSWER to the prompt.
• Begin each body paragraph with a topic sentence--a reason or way your thesis is true
• Use evidence, details, and explanation that proves your topic sentences
• Use your conclusion to wrap up the argument--bring it all together and argue your thesis as a whole
• Restate your thesis
• Answer the "So what?"--what are we to do with this information? why does it matter?

Strategies to help with time crunch

• Take 2-3 minutes to plan your essay.  A four-sentence outline (thesis and three topic sentences) will ensure that you stay on track--or at least that you get back on track quickly.
• Keep your intro and conclusion brief until you get comfortable with the timed setting.  You don't need to be clever or come up with fancy attention-grabbers.  Let the intro and conclusion do what they need to but spend your time on the body.
• Watch your time!  Pay attention to the clock and to any time markers the teacher gives you.
• Use ALL of your time.  Don't stop until it's the last five minutes. That's plenty of time to write your conclusion.  Your score will be made or broken by the body paragraphs--don't end them early!

52 Mondays Assignment

Your first assignment this fall is to use argumentation to help us get to know you a bit.  Yesterday I showed you the 52 Mondays book and had you journal about things you wish people would (or wouldn't) do.  Today, I want you to turn one of those ideas into a visual and text argument like the ones in the book.

Objectives:

• Introduce your personality, interests, and opinion to the class
• Use visual aspects to make your argument eye-catching
• Find and incorporate research that supports your argument
• Cite your sources using MLA style

Directions:

1.  Use either Power Point or Google Presentations to create two slides.  The first should be your visual argument and should include:

• an image
• a headline--what you want people to do or  not do in a quick catchy phrase)
• "The Facts"--the research behind the problem
• "Take Action Today"--what people can do to make the change
• "You Matter"--the difference one person can make

2.  The second slide should be a works cited page that lists the sources you used including your image.  If you need help citing, use the Purdue OWL to help you.

3.  Submit your slides to Turnitin.com by Friday at 8 a.m.  If you use Power Point, you can just upload like you would a Word document.  If you use Google Presentations, you'll want to go under File, Download as..., and choose PDF. Save the file somewhere you can access.  Then upload that file to Turnitin.

Click here to see what mine looks like.  Now go do your own!

Start off the year with a bang...

And an extra-credit assignment! =)  We NEVER do extra-credit.  Literally, I think last year there were two opportunities.  However, new year + special circumstances = extra-credit chance.

First Day of School!

Summer Assignments Questions:

I brought mine on paper.  Do you want it?  NO.  We don't turn in anything on paper in this class when it can be turned in online.  I'm a crazy paper-saver and I don't want you killing trees in my name. =)  Besides, Turnitin is an awesome way to back up all of your projects (in case technology decides to spit in your face later on) and it makes them all accessible from wherever you are...regardless of where you created them.  If you haven't already gotten into Turnitin, enrolled in the course, and submitted your assignment--do it TODAY!!!

I don't have mine done. Do I have to drop the class?  No, but you can...maybe.   A few factors here.  Why didn't you do it?

Countdown to AP Lang

Hello, hello!  I hope you have all been enjoying your summer and making the most of the beautiful weather.  Some of you are probably rolling in dough from working long hours, or super tan from working outside or playing ball (great job softball girls!), or maybe you're lazy from a lack of things to do.  Regardless of what you've been up to, hopefully that summer assignment is at least on your radar if not completely finished. =)  Here are some news items for you to be aware of:

1.  The summer assignment details are still here on the blog (just scroll down). If you haven't completed it all--or even started--I highly recommend reviewing all of the details carefully.  All of the books are in so if you're needing one, make sure you email me and arrange for a time to pick one up!

2.  We have two new English teachers joining our department this year.  One of them is Ms. Darrah.  She was originally an awesome English teacher before becoming the TAG teacher at the middle school for the last few years.  She is joining us at the high school and will be teaching two sections of AP Lang in addition to some other English courses.  Some of you will have her as your teacher this year instead of me.  I'll let her introduce herself beyond that, but know that the department is super excited to have her!  We plan to teach AP Lang on the same page this year so while there might be some differences in teaching style or deadlines, the content, assignments, and DMACC and AP credit options are the same regardless of who you have.

3.  Since we don't know who is in which section (and some of you are likely to have scheduling issues), I have created a course in Turnitin for ONLY your SUMMER ASSIGNMENTS.  This is NOT where you will turn in all of the rest of your assignments for the year, but it is what we will work out of for these first two assignments.  Your FFN (Fast Food Nation) paper and Amusing Ourselves summary and passages are both due by the first day of school.  You must submit them online to Turnitin.  To do so, follow these instructions:

• Go to turnitin.com
• Log in to your account.  If for some reason you don't have one, you'll need to create one using an email address you actually have access to.
• Click on Enroll in a Class
• Enter the Class ID:  6695581
• Enter the password:  grissom
• Once you've enrolled, you will see the two assignments listed in the AP Lang Summer course.
• Remember you can only submit ONE document per assignment.  If for some reason you've completed your summary and passages in separate documents, you will need to combine them into one file for submission.
• Also, ALWAYS use the single file upload option.  MLA format is one of the standards for this class and the copy and paste option will always mess that up.

If you have questions or concerns before school starts, remember you can always email me at ms.kim.grissom@gmail.com.  It comes to my phone so I always get it quickly.  My school account I will see eventually but it may not be as timely.  Otherwise, finish up those assignments and enjoy your last days of summer!

Summer Assignment for Future AP Langers!

AP Language & Composition

Summer Assignment

In order to prepare for AP Language and Composition, you will need to practice your critical reading and writing skills throughout the summer.  You will have two books to read and annotate, followed by an assignment for each. You are welcome to purchase your own copies of the two texts you will be reading or you can check out copies from me.  You may write in the book if you own it or, if you check out a book from me, Post-it notes or notes on paper/computer work fine.  If you borrow someone else’s book that has already been annotated, please clearly mark your own annotations in a different technique or color and label it in the front cover.

Assignment Specifics 

Bring your annotations to class on the first day of school.  The written assignments must be submitted to Turnitin.com before class on the first day.  I will email you in August with the Turnitin enrollment info. The summer assignment will be a large part of your first quarter grade—do not begin the year with zeros!

• Come prepared to discuss and be tested over the books you’ve read.
• Annotate both books – good notes tend to enhance comprehension and retention of ideas.  You will turn in your annotations (either in the book or on separate paper).
• Assignments should use MLA style in both formatting (i.e. double-spaced, Times New Roman, 12 point font) and parenthetical citations.  The Purdue OWL is an excellent resource if you don’t remember the MLA rules.
• If you decide to buy your books, I recommend Half-Price books, former AP Lang students, or Amazon used copies.  They are not expensive books (about $10-15 a piece new) but you can get them for FAR cheaper from these other venues (sometimes as little as $1).  Otherwise, I have MANY copies of both for summer check-out.

Assignment One

Text: Amusing Ourselves to Death: Public Discourse in the Age of Show Business by Neil Postman 

Tasks: 

·  Closely read the book.  Keep in mind that Postman is creating an argument here.  Your job is not to agree or disagree with him.  As a critical reader, you should critique his argument.  Read closely to determine what his argument is, how he constructs it, and the strategies he uses in order to persuade his reader to believe it.

·  Postman structures his argument by clearly defining his thesis in the first two chapters and supporting it with the rest of the book. After reading the first two chapters, TYPE a one-page summary of his main idea—the point he will argue for the rest of the book.

·  As you read the rest of the book, choose 10 passages from a variety of chapters that strike you as important to his argument.  They can be passages that you think strengthen his argument or passages that you feel weaken it.  TYPE the quotes out with an MLA citation that shows where the quote came from.  Then write a paragraph for each quote explaining why you noticed the passage, how it connects to Postman’s argument, and what is interesting about the way he wrote it.  You will end up with a total of 10 quotes accompanied by 10 paragraphs.

 ·  If you need help getting started on your paragraphs, consider these questions:

§ Why does the passage impress, intrigue, horrify, or puzzle you?

§ Do you find the author’s use of language appealing or powerful?

§  Do you find yourself in agreement/disagreement with the ideas expressed?

§  Does the passage remind you of a situation you have lived as well?

§  Does the passage make you laugh out loud? Make you angry?

§  Does the author raise intriguing questions or issues?

§  Does the passage challenge or expand your thinking?

You are not limited to the above list, nor do I expect you to answer all of the above. But your responses to the passages should clearly explain to me WHY these passages mean something to you, WHY these passages caught your attention, and HOW these passages illustrate Postman’s ideas. 

 Assignment Two

Text:  Fast Food Nation:  The Dark Side of the All-American Meal by Eric Schlosser

Tasks: 

·  Closely read the text. Again, keep in mind that your reading isn’t about whether you agree or disagree with Schlosser, just that you notice and think about the way he constructs his argument and attempts to sway his readers’ opinions.  Determine whether his strategies are successful and come up with reasons for that success or failure.

· Familiarize yourself with the three tenets of rhetoric (ethos, pathos, and logos).

· In two pages, show how Schlosser utilizes each of the three tenets of rhetoric (ethos, pathos, and logos).  Split the pages evenly among the tenets so that you cover all three equally.  Remember, you should NOT summarize his argument—I know what his argument is.  Instead, analyze his use of ethos, pathos, and logos to advance his argument(s) in the book.  Be sure to include quotes from the text to support your argument and illustrate your ideas.  Document them using MLA style.

· Possible questions to address:  By using this tenet of rhetoric, is Schlosser’s argument made stronger/weaker?  How?  Why does he use this rhetorical tenet?  Does the argument lend itself to this particular appeal?

Other Important Information

FYI:  The textbook we’ll use is Everything’s an Argument with Readings by Andrea A. Lunsford, John J. Ruszkiewicz, and Keith Walters  ISBN: 0312407246.  This is the RED THIRD EDITION.  You are not required to purchase your own textbook but some AP students find it valuable and convenient to make notes right in their book.  The book is available from Amazon as a previously owned book or you can use an older sibling’s or other former AP Lang student.  Do not buy the new blue edition—it is NOT the same!

If you have questions over the summer about the course, your books, or the assignments, check this blog where you’ll find all kinds of resources.  Add it to your favorites now as it will be an integral part of our class next year.  Also feel free to email me at ms.kim.grissom@gmail.com.  

Enjoy your summer!  You’ve earned a nice break. =)  But don’t put your assignment off until August either—you’ll kick yourself when you’re spending the last two weeks of break reading and writing papers!