Round-Table Rubric | Essay Corrections Form | Kami | 115 Essential Terms | Power 15 & Strong Verbs | Shifty 50
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VOCABULARY LIST (VL)
Most of the course's vocabulary lists (VL) are available on our class page at Vocabulary.com. After logging in, don't forget to click "Learn This List," otherwise the site will not save your progress. Please note that some of the lists are required and some are optional.
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MULTIPLE CHOICE (MC)
Every week, you will read a released passage and answer between five and 12 multiple-choice questions. This routine will expose you to a range of short passages, writing styles, and question types that you are likely to encounter on the test. It is important to resist the temptation to read the question first and to scan the text for the answer. The test is designed to make that strategy ineffective since the correct answer will usually require you draw conclusions from the text as a whole. |
IN-CLASS ESSAYS (ICE)
In-class essays (ICE) are similar to Mad 40s. They are designed to give you a test-like experience using real AP prompts on the rhetorical analysis, argument, and synthesis essays. You will handwrite write these timed essays in class, take a photo of each page, type them up at home in a Google doc, embed the photos in the doc, and submit. |
APPROACH DISCUSSIONS (AD)
After writing an in-class or take-home essay, you will sometimes be given time in class to conduct an approach discussion (AD) during which you will share with a group of peers how you tackled the essay. Each person shares his or her Google doc with the group for easy reference. Next, each person briefly summarizes how he or she organized the essay and details the essay’s focus (e.g., strategies, rhetorical devices, etc.). After each approach discussion, you will be assigned a student-essay to read and critique using the one-paragraph AP scorer commentary format. You will also receive a critique commentary from a discussion member. Use this rating and scorer’s guide to help you formulate your paragraphs, which must contain supporting specifics from the essay you critiqued.
After writing an in-class or take-home essay, you will sometimes be given time in class to conduct an approach discussion (AD) during which you will share with a group of peers how you tackled the essay. Each person shares his or her Google doc with the group for easy reference. Next, each person briefly summarizes how he or she organized the essay and details the essay’s focus (e.g., strategies, rhetorical devices, etc.). After each approach discussion, you will be assigned a student-essay to read and critique using the one-paragraph AP scorer commentary format. You will also receive a critique commentary from a discussion member. Use this rating and scorer’s guide to help you formulate your paragraphs, which must contain supporting specifics from the essay you critiqued.
READING TASKS (RT)
Generally, reading tasks (RT) range from one page to an entire chapter. You will complete some in class and some at home. They may be accompanied by questions or brief writing prompts. You are expected to annotate all reading assignments. Be sure to focus on identifying on the following while annotating: How is the piece organized? Where is its thesis? Why is the thesis there and not somewhere else? What are the main topics of the piece? What words mark the structure? What is a particular sentence you loved for its style? What makes it worthy of our attention? How does the writer invite us in to connect with particular aspects of the piece? What words let you know who the audience is? Is there a shift in tone? Where?
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HANDOUTS (HO)
Handouts (HO) complement our class instruction. They will help you in approaching the AP exam's three essays and multiple-choice section. Reading for understanding should be your goal. You may be quizzed or tested on this material at any point after it is assigned.
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WRITING TASKS (WT)
Writing tasks (WT) are short, one-page, double-spaced essays designed for you to practice the rhetorical strategies and techniques we are learning about in class. You are expected to plan your writing tasks using an outline or some other form before beginning. They are to be proofread meticulously. Do not include an MLA heading or a title. You will submit one approximately every other week. You may be asked to strike a particular tone, separate, contextualize, evade, excuse, disregard, appeal, etc.
Writing tasks (WT) are short, one-page, double-spaced essays designed for you to practice the rhetorical strategies and techniques we are learning about in class. You are expected to plan your writing tasks using an outline or some other form before beginning. They are to be proofread meticulously. Do not include an MLA heading or a title. You will submit one approximately every other week. You may be asked to strike a particular tone, separate, contextualize, evade, excuse, disregard, appeal, etc.
- Compare / Contrast “Notes on Punctuation” Pick two articles and compare the authors' views or philosophies on grammar and punctuation. In discussing each author's view, explain how each one's diction, syntax, punctuation, and organization reflects his or her view on the role of grammar. One page, double-spaced. No MLA heading. No title. G
- Paraphrase vs. summary (see ch. 2 Shea)
- Write an essay modeled on Twain’s “Two Views of Seeing a River” in which you juxtapose two views on a scene, event, or experience. (but not an issue.) Make sure to include enough context so a peer could SOAPSTONE+ your essay with reasonable ease. Review this Soapstone+ Prezi as you draft.
- Identify a commercial that adopts at least two tones to achieve an effect on the consumer. How did the advertising agency that designed the commercial accomplish this shift in tone? Provide a critique of this technique’s effectiveness. Lastly, you must utilize two clearly distinct tones to make your analysis clear to your reader. OR Create your own satirical parody as described here.
- Identify a concept or experience you have had for which there is no word in English. Devise a neologism and write an expanded definition using personal examples and classify its relationship to other similar extant words for added clarity.
- Satirize a lost cause for which there is no solution. Use the problem/solution method of organization to address the issue. Ensure your tone enhances the absurdity of the solution.
- In The Virtue of Selfishness, a collection of short essays on objectivism, philosopher Ayn Rand argues that the greatest good in life is to live for yourself, not for others. She makes several controversial assertions about selfishness and happiness, many of which you may or may not agree with. Using Kami, jot down your personal reactions to her arguments. After you finish reading, use this handout on dialectical synthesis to construct three personal, newly synthesized ideas in response to Rand’s. Spend ample time freewriting your confrontations as this sample does. This process will aid you in your final task, which is to participate in an online discussion on the book.
- After submitting your completed dialectic handout on Rand to the assigned space in Google Classroom, you may participate in the online discussion forum on The Virtue of Selfishness.
- Evaluate Cause/Effect
- Write your own “In Defense of...” Pick a controversial topic in which you can find some good and write your own for a friendly audience. Now write it again for a hostile audience.
- Rhetorical Precis and Evaluation Write a summary of the rhetorical strategies in a short argumentative piece of your choice using the method specified herein.
- Argument & Synthesis Project Follow a columnist for a week, noting his or her use of rhetorical strategies. Make an argument of your own synthesizing what you learned from the columns.
SUMMER ASSIGNMENT
READINGS
ASSESSMENTS
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Units
RhetoricWhat is rhetoric?
Stravinsky
Queen Elizabeth I
Havel
Postman, "The Word Weavers"
Twain, "Two Ways of Seeing a River" Twain, Roughing It and Steinbeck's Travels with Charlie excerpts Didion, "The Santa Ana Winds" Freud's "The Oedipus Complex" and Jung's "Personal and Collective Unconscious"
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ArgumentTEXTBOOK Understanding Arguments, 8th ed HANDBOOK Everything you need to know about argument HANDOUTS TEACHER RESOURCES Folder for further assimilation + |
SynthesisLorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam. Model research paper |