Monday classwork

1.  Please write a short reaction to the essay sharing activity we did in class, and also what you found helpful about the feedback you received for your own essay.  You can either email this to me or turn it in to the AP Inbox.

2.  Please read chapter 2 and complete this chapter two study guide due Wed., 10/5.

3.  When you are done, or if you plan to work on chapter two work at home, you may read silently in your social issues book.  Take note that, this week on Thursday, your log of appeals will be checked for progress.

Here are links to the TED Talks you can reference for the Writing Activity.  Take note: you need to be all the way through chapter two reading sections before beginning this writing activity.
If you do not like one talk, choose another... not all talks may be suitable to your tastes or the topics you would like to talk about in your writing piece.

Memory:
The Complexity of Memory TED playlist (there are several talks linked here)

Systematic Invention Strategy: Journalist's Questions
Dave Isay: Everyone around you has a story the world needs to hear

David Puttnam, Does the media have a "duty of care"?

Systematic Invention Strategy: Logic and Syllogistic Reasoning
Laura Schulz: The Surprisingly Logical Minds of Babies

National Issues Essay-- peer response activity

Extending activities with peer essays:

1—Apply at least 7 (could use all 10!) of the vocabulary terms in your discussion of the qualities of this writer’s essay

2—Find a few sources that could be used to support and extend the conversation started by this writer, and explain why these sources are the ones you have chosen

3—Discover historical examples that could be used to exemplify and support this writer’s argument and explain why they would be appropriate examples

4—Examine any possible counters or obstacles to this writer’s argument, using examples for support

5—Consider ways that voters of different circumstances (different age group, economic class, from a different area of the country, etc.) might see this issue, and explain some of considerations for these circumstances that the writer could have addressed

6—Critique this writer’s use of language and elements of effective writing, including diction (word choice), sentence structure, fluency, and variety, as well as organization of the essay, and give suggestions to this writer for improvement

7—Offer positive commentary on the strengths of this person’s writing and his/her effective use of language and expression of ideas, choosing favorite portions to the essay for your support

Directions for 9/20

Welcome to class, AP students!  In my absence today, please do the following:

1.  Pick up your folder from the front tables.

2.  Go to AP Central released samples.  Then, please read the second released sample (3B) from the 2009 Q3 prompt, and take notes on the following:

• What is the claim this writer is making--either defending, challenging, or qualifying Horace's assertion?  Record their claim statement.
• What are the examples given, and do you believe they are appropriate and convincing? 
• What elements of effective writing do you feel this writer has particularly strong control over?
• Evaluate the strengths and weaknesses you see in this person's essay.

Then, go back to your essay, and, using a different colored pen or with sticky notes (found in red basket on my desk), make some notes as to changes you might make to your own essay.  These can be additions, alterations, deletions, or overall shifts in your approach.  Write about these changes and what caused you to want to make these particular changes, based on the study of the released samples.  

Keep all of these notes in your folder, attached to this essay (paper clips and stapler available on front tables), and then, please return your folder on the front table.

You may then work on the next assertion essay , due tomorrow (see previous blog posting).  If you have this completed, you may work on reading in your social issues book, researching your social issues book author, or studying your vocabulary list.

Thank you, in advance, for your cooperation.

Assertion Essay work

Today, we will be examining the released samples for the 2009 Q3 assertion essay you wrote defending, challenging, or qualifying your agreement or disagreement with Horace's assertion:
"Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant."
To do so, we will use AP central released samples and peer papers as comparative examples, to discuss strengths, weaknesses, and techniques for approaching this type of essay.

For homework, you will be writing an assertion essay in response to  this prompt (choose one quote).
This essay will be due on WED., 9/21.
Your essay should take 45-50 minutes total, be handwritten  and planning will be turned in with it.

Additionally, please work on defining the vocabulary words for this unit.  See how many you can define without looking up the definition in the glossary of your textbook.
The words are:
rhetoric
qualify- to agree or disagree with reservation
persona
ethos
logos
pathos
thesis
context
intention
canon

Chapter One in Everyday Use

Please use this study guide as you progress through chapter one in the Everyday Use textbook, due on Tuesday, 9/13.

The important concepts you learn about in this initial chapter are the foundation of this course and will be referenced for the entire school year.  Please take good notes, and be prepared to add to them.

For your convenience, here are the links to:
Chapter One in Everyday Use (it is the teacher's edition)
--and--
George Orwell's memoir piece "Shooting an Elephant"

Also, see link at left to slideshow of book titles for the social issues project.