Mon, Mar 12
DUE: n/a
HMWK: Revise and polish research essay - DUE TUESDAY
TODAY: A look at the March-April calendar AND some work time
Handouts
Work time on TAS and Gould's "Women's Brains"
Fri, Mar 9
DUE: Research essay
HMWK: Polish research essay - DUE TUES
TODAY: Peer review
Peer review of research essay using the SCORING GUIDE
Thu, Mar 8
DUE: n/a
HMWK: Finish the research essay - bring complete, typed to class FRI
TODAY: Scoring guide; due dates
Click here to see The Art of Styling Sentences due dates for March-April
- Answer all questions and do all exercises after the professional examples
- Write your answers by hand on notebook paper
- Start a new piece of notebook paper for each pattern set (i.e. pattern 3 starts on a different piece of paper, then pattern 4 begins on a new piece of paper after 3, and pattern 4a begins on a new piece of paper following 4)
- Where the book asks you to comment on an example or brief passage, you may simply write your answer to the question - it is not necessary to repeat the prompt or write the sample passage
- Where the book asks you to fill in the blank or compose a sentence, you must write the entire sentence from start to finish
A review of the research essay SCORING GUIDE
A sample APA paper is displayed, and students walk through the scoring guide while observing how an APA paper "looks and feels"
Period 1 - Quick review of the four argument prompts from Thurs
Period 6 - Quick tone exercise with lyrics to "Enough for Us"
Wed, Mar 7
DUE: n/a
HMWK: Drafting, drafting, drafting - RESEARCH ESSAY DUE FRIDAY
TODAY: Exploration of argument prompts from past AP exams
Students explore four different argument prompts from past AP exams, and discuss
- The different ways the College Board phrases such prompts
- The variety of texts used on the AP Lang exam
- What prompts "want"
- What constitutes "appropriate evidence"
- Evidence that could be used to support each sample prompt
Tue, Mar 6
DUE: n/a
HMWK: Drafting, drafting, drafting - RESEARCH ESSAY DUE FRIDAY
TODAY: AP Lang questions stems
Exploration of AP Lang multiple-choice questions AND question stems
Click here for a nice article on how to approach the multiple choice section
To see the variety of ways multiple-choice prompts are constructed - the stems - simply use the free web to search for "AP Language and Composition multiple choice question stems" and browse the various pages and files. A few good ones include:
CLICK HERE FOR THE RESOURCE PACKET EVERYONE NEEDS
Mon, Mar 5
DUE: Annotated outline
HMWK: Begin drafting
TODAY: Argument; support, refute, qualify; the use of annotations
We investigate a 2002 prompt by author Wendell Berry.
- What is Berry's argument?
- What parts of the text reveal this argument? In other words, how do you know what you know?
- What evidence is used by the author?
- Review support, refute, qualify
- What do YOU believe?
- What would be EASIEST to do? Support, refute, qualify?
- What "real world" evidence could be used for support?
Fri, Mar 2
DUE: 3 annotations and 1 working thesis - typed
HMWK: complete an annotated outline (see previous lesson), DUE MONDAY
TODAY: Review of annotations
Students review one anothers' annotations and claims
Overview of APA citation format, check of citations on hmwk
WEEKEND WORK: Research, research, research, read, read, read
Thu, Mar 1
DUE:
- READ in CA 368-374
- ANSWER #2, 3, 4
HMWK: Complete your three annotations AND working thesis - bring typed tomorrow
TODAY: Working with source material - composition of claims AND outline development
You and a team of students will construct a proposed OUTLINE to an argument based on the readings in this sports/leisure unit.
- Must include a CLAIM (value, policy, or factual)
- A two-point outline that can be supported by the evidence in the texts
- Under each point, you should cite which references you will use for support and briefly explain WHY
- I want to see you include Koppett and Norris (from hmwk readings)
Debrief the experience
How to Write an Annotated Outline
Click here for a PDF that shows the difference between a "traditional" outline and an annotated outline
Edited after retrieval from Ronda Roberts’ original blog posting on Monday, December 15, 2008
http://www.writingresearchediting.com/blog/how-to-write-an-annotated-outline
An annotated outline is an important part of the pre-writing and research process.
Purpose: The annotated outline can help you to see your arguments played out and how different parts of the paper will relate to one another. This helps to make your writing a cohesive whole.
Where it fits in the research process: Write the annotated outline only after you have conducted preliminary research. If you begin writing it before you have compiled any research you will not know enough about your topic or the direction of your paper to properly outline.
Steps:
- The first step in constructing your annotated outline is typing in one sentence the thesis or purpose of your paper. This is what you are going to argue, or demonstrate to the reader in the course of her reading the paper.
- Next, you will outline the paper.
- Instead of writing keywords as you would in a regular outline, you will write out a description of what you intend to write or argue in a particular paragraph.
- Include all major arguments and sub-arguments.
- It also may be helpful to outline what you will use as a transition between one section of your paper and another.
- A full annotated outline includes source citations AND what part of those sources you will use (page numbers, key phrases, summaries of key parts).
Finally, double check your annotated outline for consistency. Make sure your arguments are well-supported. If there are any holes that need to be filled, now is the time to acquire that additional source material - not when you are halfway through writing the paper.
Wed, Feb 29
DUE:
- READ in CA 354-363 Koppett and Norris
- ANSWER Koppett #1, 3, 4
HMWK:
- Work on an annotation or two for Friday's research due date
- READ in CA 368-374
- ANSWER #2, 3, 4
TODAY: connotation; conventional wisdom; personal anecdote
Tues-Wed In-Class Documentary Viewing Activity:
An introduction to rhetoric in documentary film
As you view the clip today from “An Inconvenient Truth,” take notes on the following items:
- Describe the setting of the film when we see the narrator “live” – Where do you imagine this filming took place? What sort of tone is established through this setting?
- Use of humor – Where is humor embedded? What is the target? How does use of humor affect you, the audience?
- Establishment of credibility
- Juxtaposition through the visual image
- The event(s) that occasioned the event/presentation shown – What are they?
- Purpose – What is the call to action, if any?
- Attempt to persuade through logic – What are the tools used to provide logos?
- Inductive reasoning – What are the specifics, and what is the generalization?
- Pathos
Tue, Feb 28
DUE:
- READ in LC 482-492 all the source texts
- WRITE an ANNOTATION for one of the texts
- What POSITION could you take based on the information in the texts presented?
- How would you use the information in the texts to support your position?
HMWK:
- Work on an annotation or two for Friday's research due date
- READ in CA 354-363 Koppett and Norris
- ANSWER Koppett #1, 3, 4
TODAY: synthesizing sources for the purpose of argument; annotations
Mon, Feb 27
DUE:
- READ in LC Vervaecke "A Spectator's Notebook"
- ANSWER in LC pg 451 Discussion #4; Rhetoric and Style #3, 5
- ANSWER in LC pg 470 Exploring #3, 5
HMWK:
- Begin research in earnest. Refer to the Frontiers Research Essay page for guidance
- READ in LC 482-492 all the source texts
- WRITE an ANNOTATION for one of the texts
- What POSITION could you take based on the information in the texts presented?
- How would you use the information in the texts to support your position?
TODAY: The research process; ethos; explicit vs. implicit argument
Handout on the Frontiers Research Essay and overview of upcoming due dates:
- Friday, Mar 2 - working thesis and 3 sources annotated
- Monday, Mar 5 - annotated outline
- Friday, Mar 9 - full final draft for peer review and critique
- Tuesday, Mar 13 - full revised final draft for grade
Discussion of the similarities between Roosevelt and Vervaecke
- How Roosevelt established credibility through allusion
- What the two authors would discuss if they met
- Where the two authors agree and where they collide
Fri, Feb 24
DUE: READ in LC Roosevelt "The Proper Place for Sports"
HMWK:
- READ in LC Vervaecke "A Spectator's Notebook"
- ANSWER in LC pg 451 Discussion #4; Rhetoric and Style #3, 5
- ANSWER in LC pg 470 Exploring #3, 5
TODAY: Fallacies of argument; propaganda techniques; visual rhetoric
Click here for the Propaganda Powerpoint
Ads displayed and discussed using the language of rhetoric and fallacy
Thu, Feb 23
DUE:
- Read in CA pgs 374-381 Gable then Hogshead – both address the issue of Title IX, which prohibits any educational institution receiving federal funds from discriminating based on sex (gender).
- Assess the type of evidence used by each author, then write a ½ page assessment of which argument seems more effective, based on the evidence used
HMWK: Read in LC Roosevelt "The Proper Place for Sports"
FOCUS: Use of evidence; fallacies of argument/reasoning
A debrief and discussion surrounding the types of evidence used by our Title IX authors AND how that use affects the arguments of each.
Introduction of fallacies of argument using the term "propaganda"
Click here for the Propaganda Pwrpt
Wed, Feb 22
DUE: Write three different claims - one each POLICY, VALUE, and FACTUAL - relating to life in high school
HMWK:
- Read in CA pgs 374-381 Gable then Hogshead – both address the issue of Title IX, which prohibits any educational institution receiving federal funds from discriminating based on sex (gender).
- Assess the type of evidence used by each author, then write a ½ page assessment of which argument seems more effective, based on the evidence used
TODAY: Claim types; propositions; explicit vs implicit claims
READ "The Cost of High Stakes on Little League Games" by C.W. Nevius in CA
- As you read, note the evidence referenced by the author. What type of evidence is used, according to our handout from yesterday
- What would you say is the author’s claim? Is it explicitly stated, or is it implied? Is the claim factual, value, or policy?
Discussion of Nevius
Display of many sample claims written by students, identification of the claims as
Tue, Feb 21
DUE:
- READ in LC McMurtry "Kill 'em! Crush 'em! Eat 'em raw!" 453-458; Consider questions 1,2 - no written response required
HMWK: Write three different claims - one each POLICY, VALUE, and FACTUAL - relating to life in high school
TODAY: Sources; evidence; bias; balance
Review of four "Talking Points" from this week's issue of "The Week:"
- New memoir from a Kennedy White House intern
- Question of sending arms to Syria
- Popularity/celebrity of Jeremy Lin
- Question of women serving in active combat
Exploration of the NUMBER of sources in each column
Exploration of the BIAS reflected in the sources
Discussion of the INTENT of the publishers of the column ("The Week")
Discussion of McMurtry's use of sources and evidence
- What type of evidence did he reference?
- How did his use differ or align with the sources/voices in the The Week columns?
Introduction of CLAIMS (via handout)
(Vocab Builder)
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