Unit #1: Beginning the Argument AP Language and Composition Mr. Coia

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1 Unit #1: Beginning the Argument AP Language and Composition Mr. Coia Name: Date: Period: Since this is the first unit guide, let me explain a few items. Each unit guide will cover anywhere from one-four weeks. You ll have all the information in case you are absent. Share this with your parents immediately. Print off an extra copy to put on the refrigerator. The bulleted points show what we will try to do in class. If we don t get to it, I ll have you move/remove activities. HW=homework. It s due the next class period unless stated otherwise. Items in bold show larger items (papers, tests, etc.) Remember, while major tests will always be listed, quizzes can spring up anytime. Write your name on this, and put in your Handouts section of your notebook now. Mon 8/27 (Tues 8/28) Introduction to the course Name card with favorite movie & book How do we persuade? How are we persuaded? List ways for each Aristotle s definition of rhetoric: The ability, in each particular case, to see the available means of persuasion." List how people persuade others (use politics, religion, health, charity, personal gain.) Wed 8/29 (Thurs 8/30) Name card presentations In-Class writing: The first day of school or the first time you learned a skill Rhetorical Triangle--Logos, Ethos, Pathos Watch: How to Use Rhetoric to Get What You Want (5 min) How do we make our point in these three different ways? Marking text discussion (How? What do you mark?) Read Composing Rhetorically (Writing America, p ) HW: Finish reading and marking text (49-55) Fri 8/31 (Tues 9/4) Triads: What does the chapter teach us about rhetoric? Rhetoric in print ads Rhetoric in political cartoons Rhetoric in commercials: Kids ; The Man Your Man Could Smell Like ; Pepsi ; Daisy Watch Coca-Cola Anthem 60s ad from Super Bowl. How would you analyze the argument of this? Write a paragraph analyzing one part of it. Watch Teach Argument s analysis of the commercial Discuss what makes sense of this analysis. How could this help you in future analysis writing? HW: Read, mark AP Classes are a Scam Wed 9/5 (Thurs 9/6) Triads: Discuss article on AP classes; share markings Read Trevor Packard s response on NPR; mark Three appeals? Writing: Which is more persuasive and why? (2-3 paragraphs; use text from either essay) SOAPS (Subject, Occasion, Audience, Purpose, Speaker). How are these seen in our two articles? Fri 9/7 (Mon 9/10) Read Ain t I a Woman? as teacher models marking text Define: Schemes and Tropes Begin Superman and Me by Sherman Alexie; In these opening paragraphs, what do you notice about his use of language or syntax? HW: Read, mark Superman ; Read and initial rules sheet; Parent/student signature; class supplies Tues 9/11 (Wed 9/12) Notebook/supply check Rules sheet/parent signature due Answer Questions for Rhetoric 1-6 and SOAPS Discuss Superman and Me and share answers Finding textual evidence Schemes and Tropes Discuss upcoming narrative essay HW: Read and mark How I Met My Wife Thurs 9/13 (Fri 9/14) Discuss How I Met My Wife markings; schemes and tropes in this piece? Rhetoric? Work time on narrative essay on first day of school, learning to do something, etc. This is in the style of Truth, Winter, or Alexie; HW: Narrative essay due next class. Follow How Do I Format My Paper? Handout; see rubric in student examples Mon 9/17 (Tues 9/18) Narrative Paper Due Reading student narratives. Discuss rhetorical devices in the student essays. Schemes and tropes? Peer review If time allows, work on rhetorical terms 1-10 cards Wed 9/19 (Thurs 9/20) AP Practice Quiz: reading and questions. Grading and discussion (30 mins) Rhetorical Terms cards 1-5 HW: Rhetorical terms index cards 1-5 completed, along with cover card HW: Read and initial rules sheet; Parent/student signature; class supplies 1

2 Fri 9/21 (Mon 9/24) RT (Rhetorical Terms) Quiz 1-5 Begin I Know Why the Caged Bird Cannot Read ). Read and mark text. Stop at end of p. 78 ( is simply too frivolous, suspect, and elistist even to mention. ) Triads: Discuss markings and Prose s argument. Possible rebuttal? HW: Finish Caged Bird with marking; type responses to 1 Questions for Discussion and 3 Questions for Rhetoric and Style. Your responses should be collegelevel paragraphs with two textual evidences in each. (Follow format guide for heading, but responses can be single-spaced). Tues 9/25 (Wed 9/26) Caged Bird typed responses due Triads: Discuss markings and Prose s argument. Possible rebuttal? New Triads: Share your Questions for Discussion responses New Triads: Share your Rhetoric and Style responses Turn in your work Whole class discussion: How does Prose make her argument effective? (Whether or not you agree, how is it powerful?) Thurs 9/27 (Fri 9/28) Socratic Seminar Essential Question #1: How effective is Prose s use of rhetoric in strengthening her argument about education? Essential Question #2: To what extent does Prose s argument relate to schools today? HW: RT 1-10 cards Mon 10/1 (Tues 10/2) In-class writing: Answering an AP rhetorical analysis essay prompt (40 minutes). This is our first one. It s a new way to write, so give it your best attempt. Reading anchor papers to AP essay How does your essay compare to the anchors? Wed 10/4 (Thurs 10/5) RT 1-10 quiz Anchor papers from AP prompt Practice AP Multiple-Choice 1/4 Begin discussion of syntax (sentence patterns/sentence types) HW: Print at home the complete text of MLK s Letter from Birmingham Jail (print copy from mrcoia.com); RT 1-15 cards HW: Prepare your work for Socratic Seminar Standards for This Unit, or, Why We are Learning This? Reading CCR.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCR.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCR.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCR.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. Writing CCR.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. CCR.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Speaking and Listening CCR.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Language CCR.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 2

3 Assignments for this Unit Non-Fiction Stories: We ll use non-fiction pieces to begin to look at language and how it works to communicate a message. For each piece, you will actively read by making comments in the margins and underlining throughout. Narrative Essay: After reading the three pieces, you will write a narrative about a first day of school, learning to do something new, or something similar. Try to mimic the aspects of writing that you noticed in Truth s, Winter s, or Alexie s story. This can be humorous or serious. Type about 500 words, following essay format sheet. Narrative Essay Grading Rubric This is a short account on learning something in the style of our other readings --Creative, original ideas/details Creative word choice Format (margins, spacing, font, header, title, length) Conventions (grammar/usage/punctuation) Antithesis is interesting and underlined Anaphora is interesting and italicized Reflects the style of Truth/Alexie Total: /16 Practice Quizzes: We ll start early by practicing sample AP Lang quizzes, and we ll continue throughout the year. Short Response Questions: Students will respond to our reading pieces in shorter-than-essay responses. This will give students practice on analyzing text without needing to complete an entire essay. These are not, however, mere one-sentence responses. Rather, students will offer college-level paragraphs to include two excerpts from the text. Example: Response Example: 5. Although the entire essay is not strictly chronological, Rodriguez structures it with signals to chronology. What are they? Why are they effective? Rodriguez has set himself a complicated task as he recalls his childhood and develops an argument concurrently. One way to keep track of the shifting between these two is through his time markers. Examples of this include: "Many years later" (para. 5), "At the age of five, six'' (para. 20), "Three months. Five. Half a year passed" (para. 29). By placing these markers at the start of paragraphs and sections, Rodriguez provides transition and reinforces that he is drawing from a lifetime of experience and rumination. One effect of these shifts is to remind us that the past is very much a part of Rodriquez s present, that he continues to reflect on these formative experiences. Time passes, and with each passing moment, Rodriguez learns and grows. These markers are important signposts to a life well lived. Notebook and Supply Check You ll need the following for our notebook check (Mon 9/10) Tues 9/11. Remember, this is the first, and we ll add to this throughout the year to provide you with an orderly notebook. Therefore, you need ALL the pieces to receive credit. No partial credit offered on this. You need two tabs with the following: LA Handouts: Unit guide 1 (on top) Rhetorical Terms Packet Superman and Me Class Rules sheet, initialed LA Classwork: Notes from lectures, presentations, mini-lessons. Remember you should be taking notes each class period. You will also have at least 25 sheets of loose-leaf paper. 3

4 Name: Date: Period: Analyzing Graphics For each, jot down your thoughts on what the marketers or artists do to persuade? What are some unique aspects of these graphics that make them effective? Print Ads #1 #2 #3 #4 Political Cartoons #1 #2 #3 #4 Kids The Man Your Man Could Smell Like Pepsi Daisy" Best 4

5 How Do I Format My Paper? A Modified MLA Format for Kubasaki High School Susan Harrison Your name Mr. Washington Teacher name LA 11 Period A4 Class name and period number 25 October 2015 Date paper is due in this format 635 words Word count (not including title and heading) Play-Dough Minds: Plato vs. Popular Teen Culture always have a creative title centered In his Republic, Plato had a higher opinion of children and a higher purpose for childhood. Contrary to producers, advertisers, and performers, Plato saw boys and girls as young and tender thing[s], and believed that this part of life is the most important part. Childhood, according to Plato, is not important because it presents a lucrative demographic; Periods and commas always go inside quotation marks rather, it is vital because it is the formation of the character of a future man or woman in society. do not skip an extra line between paragraphs It is important because Plato implies that who we are when we are forty begins when we are four. This is the time in which character is planted and watered. Plato commented that childhood is a time when character is being formed and the desired impression is more readily taken. What, then, is the desired impression in these times? For advertising conglomerates, it is to sing an annoying jingle, stamp an impressive logo, or a showcase a tanned body for the sole and unscrupulous purpose of selling products. The desired impression occurring on Madison Avenue is fueled by product placement and the bottom line. Plato, however, seems to desire a more virtuous impression for these young minds. [essay not complete] Formatting Tips: Double-spaced. Poems are single-spaced lines, and double-spaced stanzas No floating paragraphs (blank lines between paragraphs). If your Word automatically adds blank lines, fix it by going to FormatParagraphchange Spacing to 0 in the Before and After columns. 12-point font, standard font (Times New Roman, Arial, Verdana, Calibri, or Helvetica) No more than 1-inch margins all around (In Word, go to FilePage SetupMargins) Includes a creative title related to your writing. This is your first introduction to the reader. Make it clever and interesting, and not just the assignment title. Save this sheet and put in your binder. We ll use this for the entire year. 5

6 In-Text Citations When you use an idea from an author or directly quote an author in your paper, you must acknowledge the author. Usually, the author-page number method is used. Ex. (Jones 22). Examples: Direct Quote - She stated, Students often have difficulty using MLA style (Jones 2). Direct Quote - Jones found students often have difficulty using MLA style (2). If the direct quote is more than 4 lines of text: omit quotes, start the quote on a new line, and indent Ex. Jones (2009) study found the following: Students often have difficulty using MLA style, especially when it was their first time citing sources. This difficulty could be attributed to the fact that many students failed to purchase a style manual or to ask their teacher for help (2). Paraphrase - According to Jones (2), MLA style can be hard for students. Two or three authors: (Last Name, Last Name, and Last Name p#) Four or more authors: (Last Name of First Author et al. p#) No author of article, chapter, brochure or short work: ( Title, p#) No Author of book, entire website, or long work: (Title, p#.) Works Cited Page All sources that were cited in the paper appear at the end of your paper. Write the word Works Cited on the first line in the center of the page (no quotes). List your sources flush left. Alphabetize your sources (A-Z) by last name. References longer than one line should be formatted with hanging indentation. (In Microsoft Word: go to paragraphspecial indentationhanging) Periodical (journals, magazines, newspapers, newsletters): Last Name, First Name, and First Name Last Name. Article Title. Journal Title. Volume.Issue (Year): pages. Medium. Date of Access (if retrieved online). Website: Contributor s Name(s) (same format as above). "Title of Resource." Title of Web Site. Sponsor, Last Edited Date. Web. Date of Access. Note: The contributor can be an author, editor, or organization. Book: Last Name, First Name. Book Title. City of Publication: Publisher, Year. Medium. For more information on Works Cited formatting, please go to or refer to Holt Handbook 6

7 Name: Date: Per: Ain t I a Woman? By Sojourner Truth Delivered 1851 at the Women's Convention, Akron, Ohio Well, children, where there is so much racket there must be something out of kilter. I think that 'twixt the negroes of the South and the women at the North, all talking about rights, the white men will be in a fix pretty soon. But what's all this here talking about? That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mudpuddles, or gives me any best place! And ain't I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a man - when I could get it - and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman? Then they talk about this thing in the head; what's this they call it? [member of audience whispers, "intellect"] That's it, honey. What's that got to do with women's rights or negroes' rights? If my cup won't hold but a pint, and yours holds a quart, wouldn't you be mean not to let me have my little half measure full? Then that little man in black there, he says women can't have as much rights as men, 'cause Christ wasn't a woman! Where did your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing to do with Him. If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to be able to turn it back, and get it right side up again! And now they is asking to do it, the men better let them. Obliged to you for hearing me, and now old Sojourner ain't got nothing more to say. 7

8 Name: Date: Per: How I Met My Wife by Jack Winter The New Yorker, July 25, 1994 P. 82 SHOUTS AND MURMURS about man who describes meeting his wife at a party. In his description, he drops many prefixes. It had been a rough day, so when I walked into the party I was very chalant, despite my efforts to appear gruntled and consolate. I was furling my wieldy umbrella for the coat check when I saw her standing alone in a corner. She was a descript person, a woman in a state of total array. Her hair was kempt, her clothing shevelled, and she moved in a gainly way. I wanted desperately to meet her, but I knew I'd have to make bones about it, since I was travelling cognito. Beknownst to me, the hostess, whom I could see both hide and hair of, was very proper, so it would be skin off my nose if anything bad happened. And even though I had only swerving loyalty to her, my manners couldn't be peccable. Only toward and heard-of behavior would do. Fortunately, the embarrassment that my maculate appearance might cause was evitable. There were two ways about it, but the chances that someone as flappable as I would be ept enough to become persona grata or sung hero were slim. I was, after all, something to sneeze at, someone you could easily hold a candle to, someone who usually aroused bridled passion. So I decided not to rush it. But then, all at once, for some apparent reason, she looked in my direction and smiled in a way that I could make heads or tails of. So, after a terminable delay, I acted with mitigated gall and made my way through the ruly crowd with strong givings. Nevertheless, since this was all new hat to me and I had no time to prepare a promptu speech, I was petuous. She responded well, and I was mayed that she considered me a savory char- acter who was up to some good. She told me who she was. "What a perfect nomer," I said, advertently. The conversation became more and more choate, and we spoke at length to much avail. But I was defatigable, so I had to leave at a godly hour. I asked if she wanted to come with me. To my delight, she was committal. We left the party together and have been together ever since. I have given her my love, and she has requited it. 8

9 SOAPS An Acronym for Analyzing Texts for Point of View Subject: The general topic, content, and ideas contained in the text. This can be stated in a few words or a phrase. Occasion: Where and when did the story take place? In what context? What is the rhetorical occasion of the text? Is it a memory, a description, an observation, a valedictory, an argument, a diatribe, an elegy, a declaration, a critique, etc.? Note the larger occasion, that is, the broad issue which is the center of ideas and emotions. Also note the immediate occasion, that is, the issue that catches the writer s attention and triggers a response. Audience: Toward whom is the text directed? Does the author identify an audience? Is it one individual, a group, many groups? What assumptions can you make about the intended audience? Are they educated? Are they familiar with the subject? Sympathetic or antagonistic? Purpose: What is the speaker's reason for writing the text? Considering the purpose is important so that the reader can examine the writer s argument and the logic of it. In what ways does the author convey the message of the purpose? What is the message? How does the speaker try to spark a reaction in the audience? How is the text supposed to make the audience feel? What is its intended effect? Speaker: (The voice telling the story). Is someone identified as the speaker? What assumptions can you make about the speaker? (e.g., age, gender, class, emotional state, etc.) The author and the speaker are not necessarily the same. The author may tell the story from many different points of view. So who is telling the story? How do you know this? How does the writer present his/her narration? Assess the character of the speaker. These are crucial considerations. Are the author and speaker a different gender? Do not be confused by the gender of the author and assume the speaker must be the same. Let the facts lead you to the speaker. What does the speaker believe? Do not assume that the author believes what the speaker believes. If the text is non-fiction, do not simply identify the speaker/author by name. Include important facts about the speaker that will help the reader (the audience) make judgments about the speaker s position (the speaker s point of view). Tone: What is the author's attitude toward the subject? What emotional sense do you take from the piece? The spoken word can convey the speaker s attitude and help impart meaning through tone of voice. However, with the written word, tone extends meaning past the literal. How does the diction (choice of words), point to tone? How does syntax (sentence construction) point to tone? Finally, how does imagery (vivid descriptions that appeal to the senses) point to tone? 9

10 Name: Date: Period: Superman and Me by Sherman Alexie Questions on Rhetoric and Style 1. What is the effect of Alexie s analogy of a paragraph to a fence (para. 3)? 2. What does Alexie mean when he describes an Indian boy who grows into a man who often speaks of his childhood in the third-person (para. 5)? 3. In paragraph 7, Alexie deliberately uses a number of short, simple sentences. What effect is he trying to achieve? 4. This eight-paragraph essay is divided into two distinct sections. Why? How would you describe the arrangement of material? How does it suit Alexie s overall purpose? 5. Discuss Alexie s use of parallel structure and repetition in the last two paragraphs. 6. Who is the audience for this essay? Cite three specific passages to support your response. Possible AP Essay Question: Read Superman and Me and then write a well-organized essay in which you explain how the uses to achieve. 10