Vocabulary words for this unit are defined in the "Choosing Words" packet and the glossary of Everyday Use. Please have these words defined for Monday, 11/30.
Vocabulary Words for this unit:
1. Efferent reading
2. Aesthetic reading
3. Implied metaphor
4. Personification
5. Hyperbole
6. Paradox
7. Understatement
8. Euphemism
9. Didactic
10. Parallelism
11. Allusion
12. Dialect
13. Repertoire
14. Scholarly language
15. Standard language
16. Colloquialism
17. Irony
Tuesday, November 24, 2015
Wednesday, November 18, 2015
Welcome and upcoming assignments
Welcome to class for today! In my absence, please use the time in class to work on the assignments listed below. We will complete the synthesis prompt tomorrow in class, so focus on other work that needs to be done, beginning with reading and annotating Douglass' piece (due tomorrow).
Read and annotate this piece for Friday, 11/20, recording your responses as you read, or when completed.
Frederick Douglass' "Learning to Read and Write" is in the 100 essays book, also linked below:
Frederick Douglass' "Learning to Read and Write"
Think about...
DUE Monday, 11/23:
Read and annotate, Malcolm X "Learning to Read"
considering comparisons to Douglass' piece while reading
Memoir Project:
First Reader Response (choose from 1-5) due Monday, 11/23
Second Reader Response (choose another prompt from 1-5) due Mon., 11/30
DUE Tuesday, 12/1
"Superman and Me" by Sherman Alexie
Read and annotate this piece for Friday, 11/20, recording your responses as you read, or when completed.
Frederick Douglass' "Learning to Read and Write" is in the 100 essays book, also linked below:
Frederick Douglass' "Learning to Read and Write"
Think about...
DUE Monday, 11/23:
Read and annotate, Malcolm X "Learning to Read"
considering comparisons to Douglass' piece while reading
Memoir Project:
First Reader Response (choose from 1-5) due Monday, 11/23
Second Reader Response (choose another prompt from 1-5) due Mon., 11/30
DUE Tuesday, 12/1
"Superman and Me" by Sherman Alexie
Wednesday, October 28, 2015
Social Issues Paper Editing
Use this document to help with basic self-editing of your paper.
Specifics for in-text citation formatting and creation of a works cited page are outlined on Purdue University's Online Writing Lab site. (Purdue OWL)
Use this site as you reference guide for all things MLA citation-wise.
Specifics for in-text citation formatting and creation of a works cited page are outlined on Purdue University's Online Writing Lab site. (Purdue OWL)
Use this site as you reference guide for all things MLA citation-wise.
Tuesday, October 20, 2015
Vocabulary Words for the Week
New Vocabulary Words for this week:
implies
employs
characterizes
intimates
contends
extends
underscores
suggests
illustrates
evokes
[emphasizes]*
[challenges]
[undermines]
[expresses]
[asserts]
[affirms]
[proposes]
[appraises]
[paraphrases]
[prioritizes]
[refrains]
[frames]
[interprets]
[establishes]
[implements]
[articulates]
[infiltrates]
[exemplifies]
implies
employs
characterizes
intimates
contends
extends
underscores
suggests
illustrates
evokes
[emphasizes]*
[challenges]
[undermines]
[expresses]
[asserts]
[affirms]
[proposes]
[appraises]
[paraphrases]
[prioritizes]
[refrains]
[frames]
[interprets]
[establishes]
[implements]
[articulates]
[infiltrates]
[exemplifies]
Monday, October 12, 2015
Link for writing portion of vocabulary test
Please use THIS LINK to CNN and choose ONE writer whose perspective you would like to read about in full.
Read their full opinion article by clicking "read more..."
Then, complete SOAPSTone (subject, occasion, audience, purpose, speaker, & tone)
and an essay EITHER:
A. examining appeals this author uses in his/her argument, or...
B. applying Toulmin's model to his/her argument, filling in as many aspects as you can identify in his/her argument with direct quotes
Read their full opinion article by clicking "read more..."
Then, complete SOAPSTone (subject, occasion, audience, purpose, speaker, & tone)
and an essay EITHER:
A. examining appeals this author uses in his/her argument, or...
B. applying Toulmin's model to his/her argument, filling in as many aspects as you can identify in his/her argument with direct quotes
Wednesday, October 7, 2015
Cultural Memory & Toulmin's Activity
Good morning and welcome to class for today! In my absence, you will be working on the following assignment:
Please read this article from Reader's Digest by P.J. O'Rourke "In Praise of a Carefree Childhood"
After reading, respond to the following questions:
1. Who is O'Rourke's intended audience? How do you know?
2. List examples of cultural memory that O'Rourke uses to connect to his audience.
3. How does O'Rourke attempt to create universal appeal and go beyond reaching only his intended audience? Do you believe he is successful, or is this article really only one that will hold meaning to a specific reading audience?
4. Attempt to apply Toulmin's to discuss how O'Rourke crafts his argument. What aspects of Toulmin's can you easily identify (pull specific references for support from the article), and which parts are you unable to find/identify?
These questions will be turned in tomorrow; you should complete them for homework if you do not finish during the class period. When done, you may read in your social issues book or work on PSAT review.
Please read this article from Reader's Digest by P.J. O'Rourke "In Praise of a Carefree Childhood"
After reading, respond to the following questions:
1. Who is O'Rourke's intended audience? How do you know?
2. List examples of cultural memory that O'Rourke uses to connect to his audience.
3. How does O'Rourke attempt to create universal appeal and go beyond reaching only his intended audience? Do you believe he is successful, or is this article really only one that will hold meaning to a specific reading audience?
4. Attempt to apply Toulmin's to discuss how O'Rourke crafts his argument. What aspects of Toulmin's can you easily identify (pull specific references for support from the article), and which parts are you unable to find/identify?
These questions will be turned in tomorrow; you should complete them for homework if you do not finish during the class period. When done, you may read in your social issues book or work on PSAT review.
Tuesday, October 6, 2015
Toulmin's Model of Argumentation
Use this keynote presented in class to review basic info. about Toulmin's model.
First, as a small group (or individual), go to this site to do your own exploration of how you might apply Toulmin's to a piece.
Next, it is time to create your own example of Toulmin's model as it might apply to a situation/scenario of interest to you.
Finally, create a pictorial concept representation of Toulmin's model, relating the model and process of argumentation to another systematic activity unrelated to writing/arguing. Plan it out before drawing, to be sure all parts fit logically. Make a key on the back or a separate sheet to show what different parts of the picture represent and explain how they function similarly to the aspects of Toulmin's model.
First, as a small group (or individual), go to this site to do your own exploration of how you might apply Toulmin's to a piece.
Next, it is time to create your own example of Toulmin's model as it might apply to a situation/scenario of interest to you.
Finally, create a pictorial concept representation of Toulmin's model, relating the model and process of argumentation to another systematic activity unrelated to writing/arguing. Plan it out before drawing, to be sure all parts fit logically. Make a key on the back or a separate sheet to show what different parts of the picture represent and explain how they function similarly to the aspects of Toulmin's model.
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