This unit was appended b/c the textbooks had not arrived. We left the "Education" readings prematurely to enter the unit 2 "Us and Them" readings. However, an introduction was given to the rhetorical triangle, writing in a timed setting, and the multiple choice section of the AP exam.

 

Wed, Sept 21

 

DUE: Check turnitin for due dates on submissions of these items:

1. Flamingos rewrite
2. Analysis of segment of your non-fiction summer text
3. Rhetorical precis of your choice from the five assigned so far 

HMWK: 

• Reading of "These are the times that try men's souls" by Paine - CA
• FRI: Winthrop "A Model of Christian Charity" - online only 

TODAY: multiple choice practice;

 

Tue, Sept 20

 

DUE:

• Rhetorical precis for one article from summer reading
• Rhetorical precis for Holt

HMWK:

• Select and revise one rhetorical precis for submission as a graded piece
• Flamingos
• Malcolm X
• How Teachers Make Students Hate Reading
• Summer non-fiction text 
• Chapter 1 exercises for TAS (The Art of Styling Sentences) 

TODAY: TAS - Sentences

 

A close look at "The Art of Styling Sentences" - Chapter 1

 

Extract Analysis Round-Table: Students group together to read the extract and analysis of one other student. Groups aim to extend each analysis by adding one more segment of analysis to the original student work.

 

Mon, Sept 19

 

DUE:

• Read Holt - "How Teachers Make Children Hate Reading"  (use .rtf file found in the link at www.seaford.k12.de.us )
• Rhetorical precis for your non-fiction text
• Analysis of an extract from your non-fiction text. You choose the 1-4 paragraph extract to analyze. Evaluate and explain the extract like you did the flamingoes piece - ask yourself what the author's aim is in this segment of text. Investigate what evidence is brought to bear on the topic/subject. Explore the author's tone as well - how is that tone established?

HMWK:

• Rhetorical precis for one article from summer reading
• Rhetorical precis for Holt
• FOR WED: Chapter 1 exercises for TAS (The Art of Styling Sentences)

TODAY: Listening to rhetorical appeals; rhetorical triangle; cause-effect

 

Closing comments on Malcolm X from last week

 

Discussion: Lou Gehrig's speech and associated commentary (LC)

 

Discussion: Holt "How Teachers Make Children Hate Reading" as process analysis and cause-effect

 

We found the a rhetor can establish credibility and trustworthiness by relating to the audience through shared experiences. Examples:

• Gehrig addresses his "bad break" - everyone has had bad breaks in life - they are part of life; yet het shows how to focus on the good fortunes surrounding them
• Malcolm X shares his frustration over his inability to communicate effectively with his teacher and mentor Mr. Muhammad. We can all relate to a time when we felt unable to communicate, and the frustration that surrounded trying to find a solution. 

Malcolm X's other ethical appeals 

• He further establishes credibility through his factual account of copying down words from the dictionary - a daunting, impressive task he undertook of his own accord. Who wouldn't be impressed?
• As if that weren't enough, he picks a range of authors from varied time periods from whom to present quotes. These quotes are his LOGOS - his evidence - but the choice of authors relates him to famous thinkers and authors. This is credibility by association.

We learned that connotative language can help establish tone:

• Gehrig's speech is full of words with positive connotation
• Malcolm X's text is full of words with negative connotation - the white man is demonized in straightforward fashion when Malcolm X refers to white men as "devils" 

 

Fri, Sept 16

 

DUE:

• Read "Learning to Read" (1964) by Malcolm X, easily found online
• Write a RHETORICAL PRECIS for the Malcolm X piece, keeping the four-sentence format introduced in class 
• Read "Introduction to Rhetoric" packet from "Language of Composition"

Homework:

• Read Holt - "How Teachers Make Children Hate Reading"  (use .rtf file found in the link at www.seaford.k12.de.us )
• Rhetorical precis for your non-fiction text
• Analysis of an extract from your non-fiction text. You choose the 1-4 paragraph extract to analyze. Evaluate and explain the extract like you did the flamingoes piece - ask yourself what the author's aim is in this segment of text. Investigate what evidence is brought to bear on the topic/subject. Explore the author's tone as well - how is that tone established?
• FOR TUESDAY: Rhetorical precis for one article from summer reading
• FOR WED: Rhetorical precis for Holt
• FOR WED: Chapter 1 exercises for TAS (The Art of Styling Sentences)

Today:

• Ethos and pathos in Malcolm X; process analysis

 

Mr. Rice's notes on Malcolm X in rhetorical precis order:

 

1. In the excerpt “Learning to Read” from his 1965 Autobiography, Malcolm X reveals the profound power of reading to awaken one’s passion for knowledge and awareness of systems of power.
2. Malcolm X reveals this power of reading by introducing his own frustration over his inability to read and write; he moves on through his acquisition of words, the personal effects of his learning of terms, and finally, his awakening to the systems of power in the world (the history of the white man’s oppressive nature) which shapes his work and purpose.
3. His purpose is to establish credibility as a scholar in order to increase the chance that his reader will listen to and accept the history of the white man's oppression over blacks and others. 
4. Given Malcolm X's complex sentence structures, vocabulary, and extensive references to well-respected authors of many time periods and cultures, he writes to a well-educated audience concerned with systems of power in race relations.

 

Note the two shifts in "Learning to Read" - Malcolm X takes time to relate his own story about learning to read, and how that acquisition of skill opened him to stunning knowledge. When he first mentions the "whitening" effects of white influence, he does so without connotative language. After establishing his own credibility as a self-made scholar, he adds to it by recalling what he learned from choice scholars, authors, and philosophers, the names of whom would impress any student of history. it is in the paragraph where he calls white men "devils" that the connotative language begins and he leans strongly toward pathos. He paints the white man in history as a pirate, savage, criminal, and murderer through word choice.

 

Thu, Sept 15

 

DUE: n/a

HMWK:

• Read "Learning to Read" (1964) by Malcolm X, easily found online
• Write a RHETORICAL PRECIS for the Malcolm X piece, keeping the four-sentence format introduced in class 
• Read "Introduction to Rhetoric" packet from "Language of Composition"
• FOR MONDAY: Read Holt - "How Teachers Make Children Hate Reading" (use .rtf file found in the link at www.seaford.k12.de.us )
• FOR MONDAY: Rhetorical precis for your non-fiction text
• FOR MONDAY: Analysis of an extract from your non-fiction text. You choose the 1-4 paragraph extract to analyze. Evaluate and explain the extract like you did the flamingoes piece - ask yourself what the author's aim is in this segment of text. Investigate what evidence is brought to bear on the topic/subject. Explore the author's tone as well - how is that tone established?
• FOR TUESDAY: Rhetorical precis for one article from summer reading 

TODAY: Timed essay exam

 

"Take 2" on the flamingos prompt

This essay is graded in comparison to your first flamingoes attempt. Grades will reflect the degree of improvement, NOT your pure score on the AP scoring guide.

 

Important lessons from Price:

• Pay attention to a text's title. Hers should make your language antennae twitch with the contrast of "plastic" and "natural"
• Use of ethos for the purpose of ironic effect. She calls on Egyptian, Mexican, and Christian culture and belief to establish the past honor bestowed flamingos in order to lessen Americans' treatment of the bird: first we almost wiped it from the earth, then we made garish lawn ornaments displayed to symbolize prosperity and worldliness. Americans consider themselves a great culture, yet we reduce a creature honored by other greats to a tasteless imitation symbolizing false wealth.
• Facts are never presented haphazardly. Her recall of the flamingo's near-extinction due to its value as meat and vain adornment points out that while Americans may have needed sustenance, an equally important desire was to appear "flashy" with "pizazz." Consider the list of items manufactured in pink. The very color becomes synonymous with wealth, but by the time it spreads to the consumer market, the machines that perform some of our dirtiest tasks, such as washing dishes, are given this color in order to "beautify" mundane tasks.
• Biting criticism can be made through writing that appears straightforward, formal, and academic.

 

Wed, Sept 14

 

DUE:

• Reading of TAS ("The Art of Styling Sentences")
• Summer assignment

HMWK:

• FOR TOMORROW: Review all notes and your initial response to the flamingoes prompt
• FOR FRIDAY: Read "Learning to Read" (1964) by Malcolm X, easily found online
• FOR FRIDAY: Write a RHETORICAL PRECIS for the Malcolm X piece, keeping the four-sentence format introduced in class 
• FOR FRIDAY: Read "Introduction to Rhetoric" packet from "Language of Composition"
• FOR MONDAY: Read Holt - "How Teachers Make Children Hate Reading" 
• FOR MONDAY: Rhetorical precis for your non-fiction text
• FOR MONDAY: Analysis of an extract from your non-fiction text. You choose the 1-4 paragraph extract to analyze. Evaluate and explain the extract like you did the flamingoes piece - ask yourself what the author's aim is in this segment of text. Investigate what evidence is brought to bear on the topic/subject. Explore the author's tone as well - how is that tone established?
• FOR TUESDAY: Rhetorical precis for one article from summer reading 

TODAY:  The purpose of learning to write with style; rhetorical precis

 

Students provide input regarding the importance of writing with style, and expectations of the book TAS

 

Discussion of books and articles read during summer

(For a review of the summer assignment, click here)

 

Sample segments of a rhetorical precis: 

• Sentence 1 - State the author name, title of the work, date published, and author’s thesis.

Easy stuff: name, date, title

Not so easy: author’s thesis

Ex: In her essay “The Plastic Pink Flamingo: A Natural History” Jennifer Price reveals her loathing of American culture by implying that US citizens are superficial and materialistic.

Reminded of the prompt “reveal her view of United States culture.” = tone (the author’s view/attitude toward his/her subject) – how does PRICE FEEL toward U.S. culture?

• Sentence 2 – Explanation, chronologically, of the evidence the author presents to develop his/her thesis
• Sentence 3 – Statement of the author’s purpose (very similar to what you found in sentence 1) followed by a phrase that indicates the author’s aim. “He/she aims to _________ in order to accomplish _________.”
• Sentence 4 – Description of the intended audience (it’s never “everyone”); relationship the author establishes w/ the audience (has to do w/ ethos and pathos)

 

Tue, Sept 13

 

DUE: Notes about rhetorical triangle, rhetorical precis, and Cornell Notes

HMWK:

• Bring all summer assignment materials tomorrow
• Finish reading the intro and "for the student" segments of "The Art of Styling Sentences" - bring tomorrow
• FOR FRIDAY: Read "Learning to Read" (1964) by Malcolm X, easily found online; try a RHETORICAL PRECIS for the Malcolm X piece, keeping the four-sentence format introduced in class 
• FOR FRIDAY: Read "Introduction to Rhetoric" packet from "Language of Composition"

TODAY: Rhetorical triangle, rhetorical precis, Cornell Notes

 

Three groups assigned. Each group has 15 minutes to prepare a presentation to the class about a given topic. Presentations should answer key questions.

1. Rhetorical Triangle Group: Explore the three “points” of the triangle. What are they? Their strengths and weaknesses? How do they relate to one another? Why do we see multiple versions of the triangle? Are they all really the same thing?
2. Rhetorical Precis Group: What is a précis? What is a rhetorical précis? What components must be present? What is its purpose? How can it help in a study of rhetoric? How might this approach help in a non-timed situation?
3. Cornell Notes Group: What is the aim of this format? Does it differ in any way from other note-taking, such as outline? In what setting might this be useful?

 

Groups present to the class

 

Review of binder contents - what should you have so far?

 

Hmwk and syllabus check for progress - what's coming up

 

Mon, Sept 12

 

DUE: Self-analysis essay of "flamingoes" response

HMWK:

• FOR TUESDAY: There are many formats for taking class notes. A current "hot" way to organize notes is Cornell Notes. Research this style of note-taking. What graphic organizers can a student pre-print to prepare for a lecture? What should a page of Cornell Notes look like? In your opinion, does this style of note-taking look useful? How? What may be drawbacks? Are there situations or topics to which Cornell Notes seems to lend itself? Which?
• FOR TUESDAY: What is a rhetorical precis? Use a search engine to explore the definition of precis and find examples of rhetorical precis online. How do the "rules" and examples differ? What are their common elements? Ultimately, what should a quality rhetorical precis contain?
• READ: The introduction AND the "Suggestions for the Student" sections in "The Art of Styling Sentences" - What do you learn about this text from these sections? 

 

Multiple-choice review from Sept 2

• Groups assemble to reach consensus on mc question responses
• Groups report to class
• Answers revealed
• Debrief

 

Conversation on the RHETORICAL TRIANGLE (per your researched hmwk)

 

Thu and Fri, Sept 8 and 9

 

DUE:

• Reading of pgs 7-22 in "Creating America" 

HMWK:

• FOR MONDAY: Finish self-analysis essay (see below) 
• Read carefully and closely for key terms and concepts in CA Ch 2 - TRANSFER DEFINITIONS INTO THE VOCAB SECTION OF YOUR NOTEBOOK
• FOR MONDAY: Explore the various slide shows to learn about the "rhetorical triangle" - in Google, type rhetorical triangle filetype: ppt - return with notes about the triangle's components and how they interrelate
• FOR TUESDAY: What is a rhetorical precis? Use a search engine to explore the definition of precis and find examples of rhetorical precis online. How do the "rules" and examples differ? What are their common elements? Ultimately, what should a quality rhetorical precis contain? 
• How's that summer homework going? 

TODAY:

• The art of persuasion, with key terms
• Investigation of anchor papers 
• A start on the self-analysis essay 

 

Lecture on "Creating America"

 

Terms: rhetor; Aristotelian appeal; logos; ethos; pathos; homogeneous; heterogeneous; audience; credibility; authority; empathy; connotation; denotation; induction; deduction; syllogism; enthymeme; hasty-G; inadequate/biased sampling; straw man; ad hominem; false analogy; post hoc, ergo propter hoc; false dilemma; slippery slope; begging the question; non-sequitur

 

Small group investigation of AP anchor papers to aid in understanding scoring

 

SELF-ANALYSIS ESSAY: Write an essay that analyzes the quality of your response from day one (the pink plastic flamingo essay). Similar to the original prompt, you must analyze using examples and evidence to support your scoring conclusion. 2 pg MAX dbl spc.

• Make clear where your score lies on the 9-point scoring guide
• Explain what your score means by using words and phrases from the scoring guide
• Analyze the effectiveness and strength of your essay's thesis - is there one? 
• Be clear about what strengths your essay contains; what has it got? - use explicit examples from your paper
• Be clear about what areas of need exist in the essay; what is it missing?  - use explicit examples from your paper
• What evidence, explicit or implicit, did you incorporate in your essay? Explain why you chose the evidence - what purpose did you intend it to serve?
• What is your plan? What do you need to do to fix the essay now, and what is your long-term plan for our future timed essay experiences? 

 

Wed, Sept 7

 

DUE:

• Informal self-analysis of day one essay

HMWK:

• Complete reading pgs 7-22 in Creating America 
• DUE MONDAY: Write an self-analysis essay that analyzes the quality of your essay from day one. Similar to the original prompt, you must analyze using examples and evidence to support your scoring conclusion. 2 pg MAX dbl spc. (for specifics, see the Sept 8 lesson)

TODAY:

• Due to picture interruption, we will only discuss the syllabus

 

SYLLABUS feedback and Q n A

 

---

From student work on Tuesday: 

Key words and phrases from the pink flamingo scoring guidelines:

• 9 – meet criteria for an eight; especially full or apt in their analysis; particularly impressive control of language
• 8 – effectively analyze author’s craft and view; refer explicitly or implicitly to passage; ability to control a wide range of (writing) elements; not necessarily flawless
• 7 – more complete analysis than a six; more mature prose style than a six
• 6 – adequately analyze author’s craft and view; refer explicitly or implicitly to passage; generally clear prose
• 5 – uneven, inconsistent, or insufficient analysis; writing contains lapses, but usually conveys student’s ideas
• 4 – inadequate response; little discussion, misrepresentation, or inaccurate analysis of author’s craft  and view; immature control of language
• 3 – meet criteria for a four; less perceptive about author’s craft and view; less consistent in control of writing
• 2 – little success in analyzing author’s craft and view; misunderstand prompt; vague generalizations; summarize passage; list author’s strategies; prose consistent in weakness
• 1 – meet criteria for a two; undeveloped; simplistic analysis; weak control of language

---

 

Tue, Sept 6

DUE:

• Syllabus responses
• Reflection on day 1 prompt 

HMWK:

• Read Ch2. in "Creating America" from pg. 7-22
• Assess your own day 1 essay response based on the scoring guide
• Be working on completion of the summer assignment 

TODAY:

• Consensus-building team activity 
• A school-wide literary terms assessment 

 

School-wide literary terms assessment is given for data collection purposes.

 

Discussions are concluded on the essay scoring guide from the day one prompt.

Discussion of the day 1 test prompt and the feeling of testing 

Discussion of the course syllabus

 

Fri, Sept 2

 

DUE: n/a

HMWK:

1. Return next class w/ the syllabus assignment (see prev lesson)
2. REFLECTION in class notes portion of notebook: Write 1/2 to 1 pg response to the day one essay testing experience. How did it feel? What went well? What didn't? 
3. Have you purchased the class texts yet? Do it by class DAY 7
4. Have you completed the summer assignment? Do it by class DAY 7

TODAY:

• Students explore writer's purpose, rhetorical modes, citation
• Consensus-building team activity

 

A timed multiple-choice section of an AP Lang exam is considered. Each student will write his/her own responses.

 

Groups of students will "dissect" the day one prompt, discovering what the AP question really asked students to do. Groups will report back to the class.

 

Groups will then investigate the language on the AP scoring guide for the day one prompt, looking for specific shifts in the way the scoring describes levels of performance in three areas:

1. Analysis
2. Evidence/examples
3. Control and use of language 

 

Relevance: Much of the work we do will involve negotiating understanding with fellow classmates. Learning how to become a productive member of a team seeking knowledge will make the class as a whole a more effective learning environment. Learn how to be a team member and build consensus. Learning how to work under pressure can't hurt either.  ;-)

 

Thu, Sept 1

 

DUE: n/a

HMWK:

1. REFLECTION in class notes portion of notebook: Write 1/2 to 1 pg response to today's testing experience. How did it feel? What went well? What didn't?
2. Read the syllabus. Return on day 3 with the following:
1. One question about an item on the syllabus
2. One item you look forward to on the syllabus
3. One "I didn't know that!" or "Aha!" or "Uh oh." from the syllabus

TODAY: Students write an AP-style essay in a timed setting; responses to testing

 

A timed free-response prompt from an AP Lang exam is considered. Each student will write his/her own response.

 

Respond to the exam: SEE HMWK

 

Course syllabus distributed and discussion opened