Make sure you understand that there may be bias in the information you gather...
Monday, January 29, 2018
Friday, January 26, 2018
MY NEW SCHEDULE for second semester
A days:
Block 1: free
Block 2: AIS
Block 3: free
Block 4: Cine Lit
Block 5: 11 AP
B days:
Block 1: 11AP
Block 2: free
Block 3: study hall/ free
Block 4: 11 AP
Block 5: AIS
Block 1: free
Block 2: AIS
Block 3: free
Block 4: Cine Lit
Block 5: 11 AP
B days:
Block 1: 11AP
Block 2: free
Block 3: study hall/ free
Block 4: 11 AP
Block 5: AIS
PEER REVIEW METHOD for the Catcher in the Rye paper
Step 1: Read the paper carefully for information and understanding
Step 2: Identify aspects of the Toulmin method
You will need colored pencils or highlighters for this assignment. Identify the following elements in your partner’s paper. Designate a different color for each element.
- Context for the subject: [this can be bracketed]
- The claim statement
- Each sub claim
- Each data point / piece of evidence
- Each warrant
- The counter claim
- The rebuttal
Part 3: Annotate your partner’s paper
After you code the paper, annotate each of the above aspects—what positive feedback can you give each section? What suggestions do you have to make the paper stronger?
Tuesday, January 23, 2018
ANALYSIS sample
Syntax: The intentional emphasis on word order/structure of a sentence or phrase; to analyze syntax one can consider sentence form and structure, repetition, and/or punctuation.
Example:
"You are loosed from your moorings, and are free; I am fast in my chains, and am a slave! You move merrily before the gentle gale, and I sadly before the bloody whip! You are freedom's swift-winged angels, that fly round the world; I am confined in bands of iron! O that I were free! O, that I were on one of your gallant decks, and under your protecting wing! Alas! betwixt me and you, the turbid waters roll. Go on, go on. O that I could also go! Could I but swim! If I could fly! O, why was I born a man, of whom to make a brute! The glad ship is gone; she hides in the dim distance. I am left in the hottest hell of unending slavery. O God, save me! God, deliver me! Let me be free! Is there any God? Why am I a slave? I will run away. I will not stand it. Get caught, or get clear, I'll try it. I had as well die with ague as the fever. I have only one life to lose. I had as well be killed running as die standing. Only think of it; one hundred miles straight north, and I am free! Try it? Yes! God helping me, I will. It cannot be that I shall live and die a slave. I will take to the water. This very bay shall yet bear me into freedom. The steamboats steered in a north-east course from North Point. I will do the same; and when I get to the head of the bay, I will turn my canoe adrift, and walk straight through Delaware into Pennsylvania. When I get there, I shall not be required to have a pass; I can travel without being disturbed. Let but the first opportunity offer, and, come what will, I am off. Meanwhile, I will try to bear up under the yoke. I am not the only slave in the world. Why should I fret? I can bear as much as any of them. Besides, I am but a boy, and all boys are bound to someone. It may be that my misery in slavery will only increase my happiness when I get free. There is a better day coming."
Analysis:
Douglass’ complex use of syntax in this section of the text allows for a clearer look into feelings and thoughts that he struggles with. His emotions are confused within himself, which the reader can figure out by his use of questions he is asking to no one but himself. He is clearly having an identity crisis in that he questions whether “there [is] any god?” or “why [he’s] a slave?”. These questions are showing a lack of faith and a questioning of an aspect of himself he has lived with forever. This paragraph begins with Douglass’ internal crisis that includes apparent anger by his comparison of what the freeman has compared to what he has as a slave. He says, “You move merrily before the gentle gale, and I sadly before the bloody whip!” This comparison and others like it in this section of the text express his anger and intense desire to be free, emphasized by his use of the exclamation point and use of contrasting words like “gentle” and “bloody.” The second half of the paragraph is then less forceful and urgent, but rather is calm and resolved. He discusses his plan, things he knows for certain he will do: “The steamboats steered in a north-east course from North Point. I will do the same; and when I get to the head of the bay, I will turn my canoe adrift, and walk straight through Delaware into Pennsylvania.” He is no longer using exclamation points, which shows his excitement has lessened, and he uses “I will” multiple times to show the determination he built up in this moment. Douglass’ syntax is successful because enhances the understanding of his purpose by displaying a sense of urgency to the reader at first, followed by what appears to be a decision he has made based on his prior emotional struggle.
Friday, January 19, 2018
Thursday, January 18, 2018
Reminder: paper due first class of Semester 2
If you do not have your paper-- a FULL document including the Works Cited page-- for the peer review session, you will not be able to participate in that peer review session.
PLEASE BRING YOUR PAPER TO CLASS. YOU WILL NOT BE ALLOWED TO "GO PRINT IT OUT IN THE LIBRARY" once class starts.
If you have questions about the paper, I will be in school Monday - Thursday. If you'd like a conference, please email me with a date and time.
Monday, January 8, 2018
Seminar prep for The Catcher in the Rye (January 18 or 19)
Initial assignment (on the bookmark you received with the book):
ASSIGNMENT FOR Salinger’s Catcher in the Rye
First, read The Catcher in the Rye carefully and identify 2-3 ways systems* limit Holden’s power.
For each, identify the system, provide text evidence, and explain how that system limits Holden’s power. Be concise.
Then, do the same for the narrator of “The Yellow Wallpaper” and Douglass’ Narrative.
* In sociology, a social system is the patterned network of relationships constituting a coherent whole that exist between individuals, groups, and institutions. An individual may belong to multiple social systems at once; examples of social systems include nuclear family units, communities, cities, nations, college campuses, corporations, and industries. The organization and definition of groups within a social system depend on various shared characteristics such as location, socioeconomic status, race, religion, societal function, or other distinguishable features.
SEMINAR PREP FOR JANUARY 18 AND 19
After you have completed the above assignment, rank-order the texts in terms of limitation. Which narrator do you believe is the most limited (1), limited (2), and least limited (3)? For #1 and #3, discuss in 3-4 paragraphs why that character is most or least limited by the systems they are in contact with.
Review the term DISCUSS and be sure to include claims, evidence, and warrants.
I will collect your seminar prep after the discussion.
Gilman, Douglass, and Salinger: Levels of Resistance
One of the major binaries we discussed with “The Yellow Wallpaper” and Douglass’ Narrative was that of the powerful VS the powerless. The same can be said about The Catcher in the Rye. Holden seems powerless, at times, and this leads to his hospitalization.
Resistance is not always futile. But it doesn’t always culminate in an exchange of power, either.
The Argument Paper
Use the Toulmin Method of Argumentation to discuss* which of the three narrators most effectively resists the power systems in their text. This 2-3 page paper (no more, no less) MUST include in-text citations and a Works Cited page in perfect MLA format. Review Purdue OWL for that if necessary.
You are not to use outside information for this paper.
*Essentially this is a written debate where you are using your skill at reasoning, backed up by carefully selected evidence to make a case for and against an argument, or point out the advantages and disadvantages of a given context. Remember to arrive at a conclusion.
To review the Toulmin Method:
AP Central (page 24): http://apcentral.collegeboard.com/apc/public/repository/EnglishLanguage_WritingPersuasively.pdf
Wednesday, January 3, 2018
Building a Glossary of Terms for Douglass’ Narrative
It is not enough to recognize rhetorical language when you see it; now it is time to shift your focus to WHY the element was used and what the INTENDED EFFECT was for the reader.
Directions: With your partner, review your annotations of the Preface, the letter, chapters 1, 2, 7, 9, and 10, and the appendix. Then, create a GLOSSARY of terms for the text. Be sure to include:
- The term;
- The definition of the term (provided; you can cut and paste them into your Glossary);
- The excerpt from Douglass that illustrates his use of the term in the text;
- A DISCUSSION* OF WHY DOUGLASS USED THAT TECHNIQUE: what is the effect on the reader? How does this technique enhance your understanding of the topic and his purpose; and
- Consistent use of font, diction, syntax, and tone.
You may begin to see that one section or passage may include more than one element. You may use the same section for more than one element, but be sure to include passages from all of your reading.
*REMEMBER THAT A DISCUSSION is a detailed treatment of a particular topic in speech or writing.
List of terms—you may use any section of the text for the first seven (7) terms:
| synonyms: | examination, exploration, analysis, study |
List of terms—you may use any section of the text for the first seven (7) terms:
Parallelism: the use of components in a sentence that are grammatically the same in their construction, sound, or meaning. This method adds balance and rhythm to sentences, giving ideas a smoother flow and thus persuasiveness, because of the repetition it employs. For example, “Alice ran into the room, into the garden, and into our hearts.” We see the repetition of a phrase that not only gives the sentence a balance, but rhythm and flow as well. This repetition can also occur in similarly structured clauses, such as, “Whenever you need me, wherever you need me, I will be there for you.”
Syntax: The intentional emphasis on word order/structure of a sentence or phrase; to analyze syntax one can consider sentence form and structure, repetition, and/or punctuation. (Analyze especially complex or simple sentence structure—what effect did that choice have on the idea being communicated?)
Diction: Word choice. (Analyze only unusual word choice or especially evocative choices that contain powerful connotations.)
Tone: The accumulated and implied attitude toward the subject reached by analyzing diction, detail, syntax, and all other figurative language elements.
Tone shift: Because tone radiates from the author, through a speaker(s) or narrator(s) and then to the reader, a tone shift indicates a shift in attitude about the subject. A tone shift may be the result of a change in speaker, subject, audience, or intention. The shift may indicate irony, a deeper and more complex understanding of the topic, a new way of addressing the topic, etc. Notice how and why the tone shift occurs and utilize two contrasting tone words to express the change and its effect. This will tie to the argument or point of view perhaps highlighting a change in position.
Juxtaposition: The placing of contrasting settings, characters, or other literary elements in opposition between paragraphs or between sections of text to highlight an intended disparity.
Irony: a device in which words are used in such a way that their intended meaning is different from the actual meaning of the words. It may also be a situation that ends up in quite a different way than what is generally anticipated. In simple words, it is a difference between appearance and reality. For example, the narrator of “The Tell-Tale Heart” poses that he is a wise and intelligent person, who takes each step very carefully to kill his victim. However, he behaves insanely throughout the story and his logic is flawed.
Use ONE SECTION of your choice to define and teach the following:
Evidence-based claim: A personal conclusion that arises from and is supported by textual and/or topical evidence.
Sub claims: The claims of an argument that are linked together logically using evidence and reasoning to support a position.
Reasoning: The logical relationships among ideas, including claim /premises and evidence.
Use ONE or TWO SECTIONS of your choice to define and teach the following (as you may wish to separate logos and pathos):
Ethos: Ethos is an appeal based on the character of the speaker. An ethos-driven document relies on the reputation of the author.
Logos: Logos is an appeal based on logic or reason. Documents distributed by companies or corporations are logos-driven. Scholarly documents are also often logos-driven.
Pathos: Pathos is an appeal based on emotion. Advertisements tend to be pathos-driven.
HERE IS A LINK TO AN E-TEXT OF THE NARRATIVE so that you can cut and paste the passages into your document: https://www.gutenberg.org/files/23/23-h/23-h.htm
Class activity: diction, tone, syntax, appeals
Directions: Read the excerpt carefully for information and understanding. Then, annotate the text for the following elements. Once you have completed the annotations we will have a class discussion on their function and purpose.
Diction: Word choice. (Analyze only unusual word choice or especially evocative choices that contain powerful connotations.)
Tone: The accumulated and implied attitude toward the subject reached by analyzing diction, detail, syntax, and all other figurative language elements.
Syntax: The intentional emphasis on word order/structure of a sentence or phrase; to analyze syntax one can consider sentence form and structure, repetition, and/or punctuation. (Analyze especially complex or simple sentence structure—what effect did that choice have on the idea being communicated?)
Ethos: Ethos is appeal based on the character of the speaker. An ethos-driven document relies on the reputation of the author.
Logos: Logos is appeal based on logic or reason. Documents distributed by companies or corporations are logos-driven. Scholarly documents are also often logos-driven.
Pathos: Pathos is appeal based on emotion. Advertisements tend to be pathos-driven.
Excerpt from the Preface by William Lloyd Garrison
In the month of August, 1841, I attended an antislavery convention in Nantucket, at which it was my happiness to become acquainted with Frederick Douglass, the writer of the following Narrative. He was a stranger to nearly every member of that body; but, having recently made his escape from the southern prison-house of bondage, and feeling his curiosity excited to ascertain the principles and measures of the abolitionists, — of whom he had heard a somewhat vague description while he was a slave, — he was induced to give his attendance, on the occasion alluded to, though at that time a resident in New Bedford.
Fortunate, most fortunate occurrence! — fortunate for the millions of his manacled brethren, yet panting for deliverance from their awful thraldom! — fortunate for the cause of negro emancipation, and of universal liberty! — fortunate for the land of his birth, which he has already done so much to save and bless! — fortunate for a large circle of friends and acquaintances, whose sympathy and affection he has strongly secured by the many sufferings he has endured, by his virtuous traits of character, by his ever-abiding remembrance of those who are in bonds, as being bound with them! — fortunate for the multitudes, in various parts of our republic, whose minds he has enlightened on the subject of slavery, and who have been melted to tears by his pathos, or roused to virtuous indignation by his stirring eloquence against the enslavers of men! — fortunate for himself, as it at once brought him into the field of public usefulness, “gave the world assurance of a MAN,” quickened the slumbering energies of his soul, and consecrated him to the great work of breaking the rod of the oppressor, and letting the oppressed go free!
Tuesday, January 2, 2018
Tentative JANUARY planner
Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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NO SCHOOL
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2
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3
Distribute Catcher in the Rye
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4
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5
2 hour delay |
8
Homework: |
9
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10
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11
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12
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15
NO SCHOOL
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16
GLOSSARY IS DUE
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17
GLOSSARY IS DUE
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18
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19
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26
(First day of Quarter 3) |
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29
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30
Chrome books
End of unit paper due
Begin media search
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31
Chrome books
End of unit paper due
Begin media search
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1
MEDIA CENTER UNLESS OTHERWISE NOTED
Library orientation
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2
MEDIA CENTER UNLESS OTHERWISE NOTED
Library orientation
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