AP English Language & Composition

AP English Language & Composition
Tuesday, January 27, 2015
 Welcome!
 Sentence patterns
 Continue with visual rhetoric projects…
 Be prepared for a Socratic seminar on our readings/discussions tomorrow.
Monday, January 26, 2015
 Welcome!
 How many need a copy of the “Introduction” to ACO?
 Quarter 3 independent reading/writing
 Group time to review visual rhetoric project
 Presentations?
 HW:
o read “The Blasphemy We Need”
(http://douthat.blogs.nytimes.com/2015/01/07/the-blasphemy-weneed/?_r=0)
Friday, January 23, 2015
 Welcome!
 Now, imagine we had an image to “speak” on our panel discussion from yesterday.
 Visual rhetoric assignment
 HW: be prepared with multiple images on Monday; present on Tuesday. Writing
assessments are due. Secure a copy of Clockwork Orange – Anthony Burgess
Thursday, January 22, 2015
 Welcome
 What is the role of violence in popular culture? Just because we can say something, should we?
 Four groups o Each group will play the role of the writer.
o Come up with a list of questions/challenges that your writer would ask the other writers
in relation to this question.
 HW: writing reviews are due on Monday.
Wednesday, January 21, 2015


Welcome to the second semester, almost graduates!
Gather ye writing.
o
o

We’ll assess our writing so far this year. We will meet for a 2 minute writing conference during
the next few weeks.
Look through all of your papers you’ve written. On a separate sheet of paper please answer
(with generous reflective effort for a grade) the following questions:
 Tell me about an area you feel you’ve improved upon in your writing. Tell me which
paper shows evidence of this improvement.
 Choose what you think is your best writing effort this year (regardless of grade). Explain
why you feel it is an example of your best writing.
 Tell me about a paper you wish you’d written differently. Why so? How would you have
improved upon it?
 Which writing assignment challenged you the most this semester? Explain why.
 HW: Finish this assessment for MONDAY.
HW:
o Writing reviews are due on MONDAY.
o For tomorrow:
 Read Fish, “The Tobacco Horror Show”


(http://opinionator.blogs.nytimes.com/2011/11/14/the-tobacco-horrorshow/?_r=0)
In Elements of Argument, read Doherty (page 550), Rhodes (page 555), and
Gahr (page 559)
In Language of Composition, read Twain (page 717)
Monday, January 12, 2015
 Education argument paper review
 Multiple choice practice review
Thursday/Friday, January 8/9, 2015
 Graduation speeches
 Multiple choice practice
Tuesday, January 6, 2015
 ICE analysis
Monday, January 05, 2015
 Welcome back! (Remind me to tell you my concession…)
 Analysis prompt review – ICE analysis tomorrow!
o Compare thesis statements
 Interrogate your first impression
o Identify the specific strategies you would use to prove your thesis
o Develop an organizational plan to attack the prompt
 Commencement speeches are due on Thursday
 Last terms test – parenthetical to zeugma – on Friday!
Friday, Dec. 19, 2014
 Vocabulary quiz: diction to parallel
Thursday, Dec. 18, 2014
 Complete presentations
Wednesday, Dec. 17, 2014
 Commencement speech explained…due after break.
Tuesday, Dec. 16, 2014
 ICE argument
Monday, December 15, 2014
 Continue with presentations
 ICE argument – tomorrow
 Friday – vocabulary quiz: DICTION TO PARALLEL
Friday, December 12, 2014
 Vocabulary quiz
 Begin Rhetoric in history presentations
Thursday, December 11, 2014
 Review of our last ICE
 Vocabulary quiz tomorrow (abstraction to dialect)!
Monday, December 08, 2014 to Wednesday, Dec. 11, 2014
 Rhetoric in history project
Friday, Dec. 5, 2014
 Analyzing your columns and Winston Churchill
Thursday, December 04, 2014



“Govern in Poetry”
Socratic seminar (ask me how I am grading this):
o Analyze the three speeches with the goal of comparing their rhetorical strategies
 Consider context (most important), persona, tropes and schemes
o Have we lost the ability to communicate in poetry? Is it necessary for today’s leaders?
HW: Read “Obama’s Acceptance Speech” (in the packet)
Wednesday, December 03, 2014
 Welcome!
 Hand out – terms list. First vocabulary quiz is 12/12 – abstraction to dialect
 JFK inaugural
o Use the graphic organizer to analyze Kennedy’s rhetorical strategies
 HW: Read President Lincoln’s Second Inaugural and President Obama’s first.
Both speeches are your packet. Column is due on FRIDAY!
Tuesday, December 2, 2014
 Connect what we are doing now (rhetorical analysis of important historical speeches), where
we have been (rhetorical analysis in general, columnists in particular), where we are going
(integrating analysis and evaluation of political speech) and why - pretty important aspect of
our life and your AP test in May.
 Review your homework:
o Discuss what you see as Nunberg’s purpose.
o Evaluate your examples of violations of the English language per Orwell according to
Nunberg’s definition of Orwellian.
 Examine persona via President Clinton
 HW: Review (we’ve covered these topics before) Everyday Use, pages 63 - 87
Monday, December 01, 2014
 Welcome back.
 Finish Orwell’s essay.
 Tonight for homework read: “Simpler Terms: If It’s ‘Orwellian,’ It’s Probably Not”
 Link: http://www.nytimes.com/2003/06/22/weekinreview/simpler-terms-if-it-s-orwellianit-s-probably-not.html
 HW: your column is due on FRIDAY!
Monday, November, 24, 2014


Papers are due tomorrow!
Being “Politics and the English Language” by Orwell – finish over Thanksgiving break.
Sample Works Cited format:
Lastname, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). City of
Publication: Publisher, Year. Page range of entry. Medium of Publication.
X, Malcolm. “Learning to Read.” 50 Essays: A Portable Anthology. Ed. Samuel Cohen. New York:
Bedford/St. Martin’s, 2004. 245 – 254. Print.
Baldwin, James. “A Talk to Teachers.” The Language of Composition. Ed. Renée H. Shea, Lawrence Scanlon,
and Robin Dissin Aufses. Boston: Bedford/St. Martin’s, 2008. 123-29. Print.
Friday, November 21, 2014
 ICE argument
 YOUR ARGUMENT PAPERS ARE DUE ON TUESDAY.
Thursday, Nov. 20, 2014
 Approaches toward an effective ICE argument style
Tuesday and Wednesday, November 18 & 19, 2014


Some effective sentence patterns
Revision of argument essay drafts
o What makes good style? What should we be looking for?
o Voice – read your partner’s paper. Stop at any place you stumble.
o Intros/Conclusions? What are your options?
o Underline transition statements, both between paragraphs and within paragraphs.
 How do we transition?
o Sentence Fluency:
 Take one paragraph. Write every word that begins that sentence.
 Try varying this so that you begin with a phrase or a clause
o People rarely take time to vote  Rarely do people take time to vote.
o The polls are open on Saturday morning  On Saturday morning, the polls
are open.
o People can vote when they run errands.  When they run errands, people
can vote.
 For a different paragraph, underline one word in each sentence that you think is the key word in
the sentence. It doesn’t have to be the subject.
 Now place some of those words first or last.
o The recent problems with fraud have discouraged voter turnout.
o Fraud in recent elections has discouraged voter turnout.
o Voter turnout in recent elections has diminished due to fraud.
o Revising for diction.
o Remove all DEAD words: VERY, THINGS, ANYTHING, SOMETHING, *THINGS,
DIFFERENT, GOT, REALLY, A LOT, YOU, YOUR, GREAT, IS and ALL CONTRACTIONS.
Revise for vague nouns and wimpy verbs. Check your diction for a formal academic tone.
Monday, November 17, 2014
 Argument test
Friday, November 14, 2014
 Brief test review
 Logical fallacies notes
 Revision of argument essay drafts
o What makes good writing? What should we be looking for?
o Reflect on your partner’s thesis.
o Label the argument organization in your peer’s paper.
o Underline transition statements, both between paragraphs and within paragraphs.
 EDU - revising as a rhetorical process.
 HW: third draft is due on Tuesday. Test on Monday!
Thursday, Nov. 13, 2104
 Pop quiz! Analysis prompt
 Notes on logical fallacies
Wednesday, November 12, 2014
 2nd – peer review for logic
 Notes -- Organizing your argument
 Notes – logical fallacies
 Bring Everyday Use to class tomorrow.
Tuesday, November, 11, 2014
 2nd – MC practice
 6/7 & 10 From the mc passage yesterday, identify a rhetorical strategy and show how the
writer uses it to achieve her purpose. Write this in a few sentences. Then, draw the Toulmin
diagram to visualize your data, claim and warrant
 A quick model from previous years.
 Peer Review - I will assign partners
o Read through your partner’s draft.
o Interrogate every point. Draw the Toulmin diagram for every paragraph.
 Think – what is the belief that underlies this support for the claim?
o Discuss – what are the inconsistencies that I have to resolve for my audience?
 HW: Continue to work on your argument draft. Revise based on activity today.
Monday, November 10, 2014
 Change to schedule/rhetorical analyses for those who need to turn them in?
 MC practice
 Supporting our argument
o Page 222 in Elements of Argument
o Identify three to four “datas”/evidence/support for your claim
o What readings support this claim?
o What other evidence do you need?
HW: first draft (2 pages due tomorrow)
Thursday, November 06, 2014

Argument essay details:
Purpose:
Develop a position on the following question: to what extent do our schools serve the
purpose of a true education? Your essay may defend, challenge or qualify the schools’ role
in providing students with a true education.
Audience: You will be writing for an audience of formal academic reviewers who are open to your
creativity, but expect your response to be based in sound logical argument.
Length:
4-5 pages
Publishing: all drafts of the paper must be typed in 12 point font, double spaced and in MLA format.
Proposed Timeline:
o
Thursday: 11/ 6: Thesis statements due; develop Toulmin diagram from your thesis
o
Friday 11/7: Share our systematic invention strategies
o
Monday 11/10: Review in Elements of Argument – Support
o
Tuesday 11/11: First draft due – 2 pages minimum – check our logic
o
Thursday 11/13: Rhetoric and the Writer: Bring Everyday Use to class. Logical Fallacies; read
in Elements of Argument – Common Fallacies (pg. 308-319)
o
Friday 11/14: Second draft due – 4 pages minimum -- check our arrangement
o
Monday 11/17: Test – Argument (objective – short answer)
o
Tuesday 11/18: 3rd Draft is due. This draft should be ready for peer revision of style.
o
Wednesday 11/19: Review of argument in-class essay approaches.
o
Friday 11/21: ICE: Argument
o
Tuesday: 11/25: Final draft of the paper is due. You must have a works cited page that
documents all of your sources you use to support your argument.
Wednesday, November 05, 2014
 Questions from your reading in Elements of Argument:
 What are the methods of definition?
 Should you or shouldn’t you use a dictionary definition?
 Do we have to stipulate in our argument?
 Is this a definition essay?
 Is our claim one of fact, value or policy?
 HW: write a thesis statement to the question – to what extent to our schools
serve the purpose of a true education? And write your definition of a true
education. First draft of this paper is due on TUESDAY.
Monday, November 03, 2014
 Return of the papers and grades
 Warrant practice
 Continue with argument notes
 HW: Read about warrants in Elements of Argument, pages 269 to 284
Monday, October 27, 2014
 Welcome!
 Collect your columnist analysis –
o Write on the back: This is/is not a perfect paper because_____________.
 Distribute Elements of Argument
 DGP
 Finish writing conferences.
 HW:
o Read Mori
o In Elements of Argument (due Wednesday):

Read pages 131-144, 170 – 183, 202 – 222 (no notes, but all is available
to be used on future tests.)
Friday, Oct. 24, 2014
 Food for thought – Model Columnist analysis papers:
o Evie and Michelle wrote perfect papers analyzing Rick Reilly’s column found in The
Language of Composition, page 471.
 HW: Read Baldwin – “A Talk to Teachers”
Wednesday, Oct. 22, 2014
 Review our first ICE
AP In-Class Essay Score Guide
Rubric Score
Points
Letter Grade
9
50
A+
8
48
A
7
44
B+
6
42
B
5
39
C+
4
37
C
3
35
C-
2
33
D+
Monday, Oct. 21, 2014
 Where are we going?
o Review chapter 2 of EDU (syllogisms)


Complete our chart (handout)
HW: read “Best in Class” page 113 in L of C. In lieu of notes/précis, please answer our big
question (To what extent do schools serve the purpose of a true education?) using the
cause and effect mode.
Thursday, October 16, 2014
 Bard College – 60 minutes video -- http://www.cbsnews.com/videos/inmates-graduate-bard/
 No homework – have a restful weekend.

N.B. – You have two more columnist analysis papers to do. The next one is due
on Friday, Oct. 24. If that one earns a 25/25, you will be exempt from the one due
on Oct. 31st. Start early and revise for your best chances of success!
Wednesday, Oct. 15, 2014
 Testing day – shortened classes
Monday – Tuesday, Oct. 13 & 14, 2014
 Mini library experiment
Friday, Oct. 10, 2014
 DGP quiz
 complete our chart (handout)
 Discuss “Learning to Read”
 HW: Finish “Learning to Read” Instead of a précis or journal, please answer our
chapter’s guiding question -- to what extent do schools serve the goals of a true
education – using the Common Topics compare and contrast.
Thursday, Oct. 9, 2014
 DGP
 Discuss last night’s homework – not just what you answered, but how you invented the
material
 Discuss Emerson and Gatto
 HW: Read “Learning to Read” (handout). Columnist analysis #3 due MONDAY.
Wednesday, Oct. 8, 2014
 Read Gatto (handout)
 HW: Finish Gatto. Instead of a précis or journal, please answer our chapter’s
guiding question -- to what extent do schools serve the goals of a true education –
using the common topics – definition mode
Tuesday, Oct. 7, 2014
 DGP
 Discuss last night’s homework – not just what you answered, but how you invented the
material
 Review Prose/complete our chart/examples from “Sonny’s Blues”
 Begin Emerson
 HW: Finish Emerson. Instead of a précis or journal, please answer our chapter’s
guiding question -- to what extent do schools serve the goals of a true education –
using Aristotle’s topics – past fact and greater and less
Monday, Oct. 6, 2014
 DGP – return of last week’s test
 Quick quiz on “Sonny’s Blues”
 Overview of our argument – to what extent do schools serve the goals of a true education?
 Review Systematic invention strategies
 Begin Prose essay
 HW: Finish Prose. Instead of a précis or journal, please answer our chapter’s
guiding question -- to what extent do schools serve the goals of a true education –
using Aristotle’s topics… possible and impossible and future fact (check out
Everyday Use page 47)
Friday, October 03, 2014
 Multiple choice practice
 HW: read the Baldwin/Angelou handout for Monday
Thursday, October 02, 2014
 Welcome
 Review periodic sentences
 Review coherence
 HW: next columnist analysis is due tomorrow. Baldwin’s “Sonny’s Blues”
(handout) due Monday.
Wednesday, October 01, 2014
 ICE analysis
 HW: next columnist analysis is due on Friday.
Tuesday, September 30, 2014
 Intro to Rhetoric test
Monday, September 29, 2014
 Review for ICE (it was supposed to be today, but we needed to review, me thought.)
 YOUR OBJECTIVE “INTRODUCTION TO RHETORIC” TEST IS
TOMORROW. The ICE analysis is on WEDNESDAY.
SOME SAMPLE COLUMNIST ANALYSES FROM YEARS PAST:
 A paper that focuses on arrangement and appeals.
o Link to original Krugman column




A paper with nicely detailed analysis
o Link to original Kristof column
A gracefully written paper
o Link to the Schultz column
A paper with a strong voice
o Link to Blow column
A paper that uses the jargon of analysis without using the jargon of analysis
o Link to Daum column
Friday, September 26, 2014
 DGP quiz #1
 Return of 1st columnist analysis
 Time for questions
 HW: Enjoy homecoming. We will do a practice prompt on Monday instead of an
ICE.
Thursday, September 25, 2014
 Socratic seminar: Chapter six, LOC focus.
Wednesday, September 24, 2014
 Analysis of syntax. Diagram Thoreau’s first sentence of “Where I Lived.”
 HW: Anna Quinlen, “Commencement Address”
Tuesday, September 23, 2014
 See below for upcoming due dates!
 DGP – given the sentence - Just as Socrates felt that it was necessary to create a tension in the mind
so that individuals could rise from the bondage of myths and half-truths to the unfettered realm of
creative analysis and objective appraisal, so must we see the need for nonviolent gadflies to create the
kind of tension in society that will help men rise from the dark depths of prejudice and racism to the
majestic heights of understanding and brotherhood. – Martin Luther King
o What is the effect of the dependent clauses on the meaning of the sentence?

Monday, September 22, 2014
 Welcome! Upcoming events:
o Introduction to Rhetoric test next Tuesday.
o Graded seminar on Thursday: “Individual and community”
o ICE analysis on Monday.
o DGP quiz Friday.
 How’s the college essay?
 DGP
 Notebooks: write down Gladwell’s purpose. Compare with a partner.
o How does Gladwell’s narrative work to persuade.

o What’s the take-away thought about this essay?
HW:
o Next column analysis is due on Thursday.
o “In Search of the Good Family” and “The New Community” tomorrow.
Friday, September 19, 2014
 Welcome!
 College essay drafts:
o Find a partner.
o Trade college essays.
o Read your partner’s essay TO THEM. Listen to your “voice”
o As you read to your partner, stop at any time in which you can’t read clearly or
smoothly. Hand the paper to your partner and have them highlight that sentence.
o After both people in the pair read each other’s paper, revise those sentences that tripped
up a clean reading.
 HW: Remember – new column analysis due next Wednesday!
Thursday, September 18, 2014
 Cloze with Thoreau
 HW:
o final draft of college essay due tomorrow.
o Gladwell essay.
Wednesday, September 17, 2014
 Welcome! Homecoming voting
 Collect your final draft of the first analysis paper!
 Discuss: what is the relationship of the individual to the community?
 Compare King and Thoreau – meaning and rhetoric
 HW: For Friday: Read the Malcolm Gladwell essay. Your choice of notes style – précis,
annotation, double entry –
o Google “Small Change” (the article title) or use the link:
http://www.newyorker.com/reporting/2010/10/04/101004fa_fact_gladwell?print
able=true
Tuesday, September 16, 2014
 Welcome!
 A word about your college essays
 Rhetorical précis using Maureen Dowd
 HW:
o Read Thoreau, page 276. Complete a rhetorical précis for the essay in your
notebook
o Columnist analysis is due: REVISE THE ONE I RETURNED. FOR
GOODNESS SAKES, DON’T DO ANOTHER ONE.
o College essay draft (the editable version) due on Friday. (Monday for 10th
period)
Monday, September 15, 2014
 Welcome!
 Return of your columnist essays
o The next one is due on WEDNESDAY. IT IS A REVISION OF THE FIRST ONE.
o Review my comments
o Review open subject matter page 13 EDU Complete activity
o How has chapter 5 of EDU
o View MLK analysis example
 Read together “The Trouble with Intentions”
 HW: Read Thoreau, page 276 for WEDNESDAY. Tomorrow we will review
rhetorical précis as your new notes system.
Friday, September 12, 2014
 Large group discussion: King’s “Letter”
 HW: For Monday: Read in Everyday Use Ch. 5 (and notes)
o
Heads up – we will be reading all of chapter 6 in L of C. Don’t hesitate to get
started! No double entry journals needed.
Thursday, September 11, 2014
 Welcome! Did you watch the President last night?
 Continue with our discussion of King’s “Letter”
 HW: For Monday: Read in Everyday Use Ch. 5 (and notes)
o
Heads up – we will be reading all of chapter 6 in L of C. Don’t hesitate to get
started!

Wednesday, September 10, 2014
 Welcome!
 Any questions about your paper due tomorrow?

“Letter from Birmingham Jail” In groups, identify:
o Logic
o Images that contrast
o Arrangement
o Allusions
o Tone
o Syntax

HW: 1st rhetorical analysis of column due tomorrow.
Tuesday, September 09, 2014
 Welcome!
 What did your first attempt at an AP prompt yield?
 Analyzing Bruni’s column
 HW: King’s “Letter” due tomorrow. Your first columnist analysis is due on
Thursday.
Monday, September 8, 2014
 Group work: responding to the Sanders passage
Friday, September 05, 2014
 Welcome!
 Anonymous peer editing for college essay drafts
o No compliments allowed
o On the back of the paper write:
 What is the logos of the essay?
 Identify anywhere the writing is unclear or confusing
 Identify anywhere you think ideas could be developed, or something that you’d
like to know more about/interests you.
 Identify anything else you think would be helpful to the writer.
 Continue with Sanders prompt/read Bruni
 HW:
o Read and annotate Bruni column “Obama’s Messy Words” (attached to
Independent Reading and Writing handout).
o
o
Letter from Birmingham Jail (PAGE 260 in LOC) due (meaning annotate or
double entry journal) on Tuesday.
1st columnist analysis is due Wednesday.
Thursday, September 04, 2014
 Welcome! Did you pick a columnist?
 Questions about the chapters?
 In groups:
o Identify purpose of Sanders’ prompt
o Each group will address a specific aspect of the rhetoric chart
 Things to consider:
o What is your purpose?
o You know how to analyze, but how do you put in on paper for your audience?
 HW: draft #2 of college essay! 1st columnist rhetorical analysis due on
Wednesday.
Wednesday, September 03, 2014
 Welcome!
 College essay review – in depth (see models; read advice)
 Distribute columnist analysis assignment.
 Draft #2 of college essay due on Friday
Tuesday, September 02, 2014
 Welcome
 Credit checks in guidance
 College essay review
 HW:
o Ch. 2 of EDU, page 57 – 63, and Ch. 1 of LoC due tomorrow
o Draft #2 of college essay due on Friday
Friday, August 29, 2014
 Welcome!
 Video: http://www.cbsnews.com/videos/the-memory-pill/
 Introduction to Rhetoric notes
 HW:
o Read the handout for the college essay. (Link if you are absent:
http://www.nytimes.com/2014/05/10/your-money/four-stand-out-collegeessays-about-money.html?_r=1 )
o Ch. 2 of EDU, page 57 – 63, and Ch. 1 of LoC due WEDNESDAY.
Thursday, August 28, 2014
 Socratic seminar on summer reads
Wednesday, August 27, 2014
 Summer reading test – bring your annotated books
Tuesday, August 26, 2014
 Welcome!
 Distribute textbooks: Everyday Use and The Language of Composition
 Review Levels of questions
 HW:
o Prepare for summer reading test tomorrow.
o Read Ch. 1 of Everyday Use (EDU) for Friday. Use double-entry journal
format for notes. (FYI – you will have a comprehensive Introduction to
Rhetoric Test covering all chapters read in EDU. That’s a hint to say that
taking good notes will be a beneficial exercise.)
Monday, August 25, 2014






Welcome to AP English Language!
Take a seat – no seating chart.
I will collect your summer writing assignment: the college essay. Before I do, answer the following on the back of
your essay:
o What questions do you still have about your writing?
o If you could write this essay over again, what would you do differently?
o What aspect of your writing do you think really sparkles?
Introduction to the course policies
We’ll meet our classmates to see what we have in common with them.
HW: Summer reading test on Wednesday! Bring your annotated copies of the two summer reads
tomorrow.