AP+Language+and+Comp

New:
Some Announcements and Pointers for Essays:
 * __ First, let's plan to take full advantage of our review session time on Tuesday afternoon. Please plan to attend. We will eat C lunch. __
 * Now, regarding your essays: In general, you're doing a great job with these. Your ideas are interesting, and your understanding of the book is accurate and insightful. As you work to revise your piece this weekend, please reference this list of suggestions, which I created while reviewing your drafts.
 * Avoid using contractions in an academic paper. I know we've discussed this, but they're (ironic, right?) still popping up in your work.
 * Underline or italicize the title of the novel throughout the paper, including the cover page. It's a novel, folks, so quotation marks won't do the trick.
 * Remember that a theme is not a topic . Please do not say that Fitzgerald discusses the theme of love or greed. These are topics.
 * Work to make your thesis statements concise, and feel free to use the format I provided on the assignment sheet.
 * Avoid summarizing the plot . This will make it difficult to support your thesis, as your paper will lack sufficient analysis.
 * Remember that you must use your sources to support your analysis. Also, remember that you have to a use a minimum of one example of EACH type of quote incorporation listed on your assignment sheet.
 * **Consider this format as you argue your point: Make a statement. Back it up with text from TGG. Analyze a word, phrase, or idea in that quote. Support your analysis with the research (quote or paraphrase). Explain the support, being sure to clarify how the source reinforces your analysis and thereby connects with your thesis.**

__//**Ok, scholarsgood luck as you finish. Remember, the hard copies of these essays are due by the end of the day on Monday. Your final essay will include a cover page, your paragraphs, and a references page reflecting only those sources you actually used.**//__

Thanks to Sarah Effinger for these great resources.

Source: [] argument would now seem fishy to you? What parts would seem easiest to attack? Give special attention to strengthening those parts.
 * In case you need an extra copy of this...**
 * I think these pointers are super helpful and wanted to make sure you had a chance to review them. Have a great weekend! Enjoy prom. Make good memories. Be safe.**
 * Pretend you disagree with the conclusion you’re defending. ** What parts of the


 * List your main points ** ; under each one, ** list the evidence ** you have for it. Seeing your claims and evidence laid out this way may make you realize that you have no good evidence for a particular claim, or it may help you look more critically at the evidence you’re using.


 * Learn which types of fallacies you’re especially prone to **, and be careful to check for them in your work. Some writers make lots of appeals to authority; others are more likely to rely on weak analogies or set up straw men. Read over some of your old papers to see if there’s a particular kind of fallacy you need to watch __out for. (Look at this preposition at the end of a sentence…boo!)__

sweeping words like “all,” “no,” “none,” “every,” “always,” “never,” “no one,” and “everyone” are sometimes appropriate—but they require a lot more proof than less sweeping claims that use words like “some,” “many,” “few,” “sometimes,” “usually,” and so forth.
 * Be aware that broad claims need more proof than narrow ones ** . Claims that use


 * Double check your characterizations of others **, especially your opponents, to be sure they are accurate and fair.


 * HW for Thursday, 3/20:**
 * Become familiar with the terms on these sites. Review the examples, and be prepared to apply this knowledge to your writing.**
 * o []
 * o []

http://www.theatlantic.com/education/archive/2014/03/what-my-school-means-to-me-essays-from-3-high-schoolers/284317/ A. Read the three, student-created essays. B. Respond to the following questions: 1. What patterns do you notice in the students' responses? Consider content and style. 2. Assuming the author chose these three as favorites because of their quality, what specifically do you find particularly impressive? How might these models impact your own writing (consider specific changes you might make or strengths you may continue to develop).
 * HW for Monday, 3/17:**

C. Now, choose the one that you find most compelling (whether it be due to its content or style). 1. Write a one paragraph response. You can critique the piece, ask the student questions, relate to his/her perspective---whatever you want. Simply focus on developing a thoughtful, well-constructed response.

2. Create your own essay using the same topic: What my school means to me. Write a response of 450-500 words. Use the model essays as a guide, and focus on making every word count.

http://usun.state.gov/briefing/statements/222799.htm
 * HW for Thursday, 3/13:**

Read the speech given by UN Ambassador Samantha Power regarding the situation in Ukraine. Write a one page analysis essay in which you analyze the devices Power uses to communicate her main idea. (Consider this a timed write; give yourself 40 minutes to respond; the AP Analysis rubric will be used to score this).

See the attached document for the work due on //__**Friday**__//. You'll want to get started as soon as possible.
 * HW for Wednesday, 3/5:**


 * HW for Monday, 3/3:**

Consult this website: http://apcentral.collegeboard.com/apc/members/exam/exam_information/2001.html

Now, review three argument essays (one from three separate years) from the samples provided. (You may not use the 2009 prompt). Use the attached sheet to analyze the effectiveness of the example essay "A" for each year.


 * HW for Thursday** (if we're here): Finish reading the sample essay (see below). Revise your essay to reflect specific strengths of the model.

[|http://apcentral.collegeboard.com/apc/public/repository/ap09_english_language_q3.pd]

HW for the Week (if we're not here Thursday):
 * 1) Choose two questions from pp. 354-355 (questions for writing/about rhetoric and style). Answer each question in a way that makes a clear claim, cites specific evidence, and clarifies the idea.
 * 2) Consider "There is no Unmarked Woman." Using the MC questions from "About Men" as your guide, write two multiple choice questions about "...Unmarked Woman."
 * 3) Deborah Tannen has several interviews and video discussions available online. Find one that you consider interesting and that you think clarifies/develops the ideas presented in the essay. Now, type a response that does the following:
 * Identifies the source (which video/interview are you referencing). Now, write a 4-6 sentence summary of the major points made in this video.
 * Compares a point made in the video with a point made in the essay. How does the video develop and/or clarify and/or support or challenge the central argument of the text? (1-2 paragraphs with examples)
 * Responds to this point from your own perspective. Use examples from your learning and/or life experience in your response. (1-2 paragraphs)

Visit the website below. Skim the article titles/abstracts for two pieces that sound interesting to you. Read these two in full. Then, do the following:
 * Write a 1 paragraph SUMMARY of the article's main point.
 * Write a 1 paragraph RESPONSE to the author's point(s)/ idea(s). You can agree/disagree/qualify. Offer some support, reflection, counterpoints, etc.
 * Your response must include the following components (components can be combined as necessary/appropriate:
 * A one word sentence that identifies either an emotional response or a key idea from the article.
 * A cumulative sentence
 * A periodic sentence
 * A rhetorical question
 * A sentence with polysyndeton
 * A sentence with anaphora
 * A sentence that includes a semicolon

http://www.writersdigest.com/writing-articles

Writing Assignment for Thursday (Rubric will follow):

Reading Assignment: Civil Disobedience pp. 390-396 (Read and be prepared for discussion).

Updated Scheduling Conferences: https://docs.google.com/document/d/1GkxopHXGOzIB8P6udvjl2EHtkKHGgtUbjed35bXF92w/edit?usp=sharing

Textbook Information
Instructions for Accessing E-book

Transcendentalism
**Additional Resources** Analysis Examples The Case for Short Words