Woden s Day, August 13: Multi Task

Transcription

1 Woden s Day, August 13: Multi Task EQ#2: How can we get through this together? Welcome! Gather pen/cil, paper, TEST PACKET, WHITE BOOK (You Gadget), wits! Submit MLA Essay! Submit Parent Letter! Overview: The Test Read, Write, Think: Jaron Lanier, You Are Not A Gadget ELACC12RL-RI1: Cite strong and thorough textual evidence to support analysis ELACC12RI6: Determine an author s point of view or purpose in a text ELACC12RI7: Integrate and evaluate multiple sources to address a question or solve a problem ELACC12RL10: Read and comprehend complex literature independently and proficiently. ELACC12W1: Write arguments to support claims in an analysis of substantive topics or texts ELACC12W2: Write informative/explanatory texts to examine and convey complex ideas ELACC12W4: Produce clear and coherent writing appropriate to task, purpose, and audience ELACC12W6: Use technology to produce, publish, and update individual or shared writing ELACC12W8: Gather from multiple authoritative print and digital sources, avoiding plagiarism and overreliance on any source and following a standard format for citation. ELACC12L1: Demonstrate standard English grammar and usage in speaking and writing. ELACC12L2: Use standard English capitalization, punctuation, spelling in writing.

2 1. E (40%) 2. A (66%) 3. E (58%) 4. D (80%) 5. D (44%) 6. C (61%) 7. C (33%) 8. A (55%) 9. B (70%) 10. A (43%) 11. C (84%) 12. E (44%) 13. A (70%) 14. A (70%) 15. B (50%) 16. C (80%) 17. C (73%) 18. D (80%) 19. A (78%) 20. C (58%) 21. A (54%) 22. B (84%) 23. D (85%) 24. E (61%) 25. A (79%) 26. A (68%) 27. E (77%) Answer Key: 2007 AP English Language Exam 28. C (77%) 29. B (76%) 30. E (77%) 31. C (85%) 32. B (77%) 33. E (54%) 34. Omitted by ETS 35. D (50%) 36. D (48%) 37. B (50%) 38. C (34%) 39. A (22%) 40. D (37%) 41. A (44%) 42. A (58%) 43. E (53%) 44. B (74%) 45. D (74%) 46. B (60%) 47. A???? 48. C (60%) 49. B (54%) 50. B (57%) 51. E (59%) 52. C (30%) 53. E (36%)

3 Setting Up Your Notebooks No activity separates successful students from their hapless counterparts quite as predictably as notetaking. Some people are blessed (or cursed) with memories like camcorders; the rest of us need help. Writing not just highlighting but physically writing stuff down cements information into memory, because reading, writing and thinking activate different areas of the brain. When one writes, the brain pays attention to information right away and stores it not only in the neural but in the motor memory; and, of course, one creates a record to viewlater. It is true that one may miss something while writing, but one gets better with practice. I will check notebooks on each unit s test day, so be sure this is a notebook you can leave with me; don t keep Math notes here, for instance. I will look for the following each time: 1. Syllabus (Rule Brittania!) and quiz keep this all year long. 2. Writing Notes and handouts. 3. Literary Unit Section. You may keep all four units notes in the notebook, or you may put each unit s notes away in a safe place as we start a new unit. At semester s end, I will check to see that you have kept all five units, so don t lose them! a. Cover Sheet for each unit s literary notes. I really don t care what this sheet looks like it can be as pretty or as ugly, as ornate or as spare, as topical or as irrelevant, as your personality dictates. But it must contain the Unit s title, and must come at the start of that Unit s section in your notebook. b. Schedule of the Unit s Assignments. c. Freewrites from the Unit, in order. d. Lecture Notes and Quizzes from the Unit, in order e. Handouts and Reading Guides, COMPLETED, in order. f. Test Review Sheets. 4. Reading Journal, a double-entry journal in which you record and reflect upon 15 quotations from a Unit s reading. You will turn this in with the Notebook each Test day. 5. Writing Portfolio. You may keep this in your notebook or in the file cabinet. a. Convention Error Log complete the day each graded writing is returned. b. All Graded Writing Assignments: Assignment Sheet, graded essay, rubric, revised essay.

4 Mostly this is a matter of keeping up with everything we do in class, but sometimes you must write stuff down on your own. Below are instructions for Daily Notes and Commonplace Book. BritLitComp Unit Three Notebook: Faith in Reason 20 Point Major Grade due Frigga s Day, February 14 Submitted BOUND NEATLY in a BINDER, more or less in this order /10 pts: Syllabus: Rule Britannia! and CLOZE (submit with each notebook) /85 pts: Notes on the Literary Unit o 5 pts: Cover Sheet Faith In Reason (may be cover of magazine ) o 20 pts: Activities and CLOZEs Epistemology 102: Epistemology In Practice Kill the King The Lady of Cambridge (John Milton) o 10 pts: Supplemental Texts John Milton, Areopagitica John Milton, Paradise Lost Fire and Ice: Student Reports o 20 pts: Reading Guides John Milton, Areopagitica John Milton, Paradise Lost I John Milton, Paradise Lost II XII o 30 pts: Freewrites A Turing Test: How could you tell that ELIZA was a bot? Ontology and Race: Response to Dr. King s Letter From Birmingham Jail Bodies, Minds, Souls, Self, and Richard Sherman o 30 pts: Writing Instruction Timed Essay #1, notes Analytical Essay #1, notes /5 pts: This Notebook Rubric /100 pts: Unit Three Notebook Grade

5 Aristotle, Rhetoric (c. 350 BCE)

6 Reading Journals READ, THINK, WRITE First, open the book to the title page and create a bibliographical entry for the book, using this information in this order: o Authorlastname, Firstname, Book Title. Publishing City: Publishing Company, Year. Next, READ, THINK, WRITE. Let s start with the Preface on page xiii. As you read, think; and as you think, reflect on stuff Lanier has written, providing at least 100 words of commentary in addition to quoted material (formatted and integrated properly). This will produce one Reading Journal entry.

7 On the left side or top, quote from the works we read and from works you read on your own. Quote word-for-word, and cite according to MLA Rules. Number each entry. Each Unit s Reading Journal needs at least 15 quoted passages at least 10 from class reading. The others may be from class reading or from anything else you read. On the right side or bottom, write reflections, at least 100 words, on each passage. Explain what the passage is about, why that passage matters, and apply it outside the work. This is graded for thinking, not grammar; don t fill up 100 words worth of space. # Examples: Quotation/Citation Examples: 100 word reflection 1 She should have died hereafter; There would have been time for such a word Tomorrow. William Shakespeare, Macbeth V v Of course I cannot break through the wall by battering my head against it if I really have not the strength to knock it down, but I am not going to be reconciled to it simply because it is a stone wall and I have not the strength. Fyodor Dostoyevsky, Notes From The Underground. New York: Dover Thrift Editions, 1992, p. 8. Here Macbeth has just found out that his wife is dead, and he doesn t seem to care. Basically he is saying that she was going to die anyway, so why should he care? And it also says she should have died later because he doesn t have time to deal with it right now. This is especially sad since the couple started out so happy, sharing everything, and now Macbeth has no feeling at all. It reminds me of one time when my little brother wanted to play and I was too busy and told him to go away and he asked me why I didn t love him anymore.. That was a sad day. Like Dostoyevsky s narrator I have a hard time accepting limits. This guy is in prison and will not accept the reasons for it. In the same way I have a hard time accepting the reasons for anything that stands between me and what I wish were true, even when I realize that the wishes are impossible. When I was a teenager I could dunk a volleyball, but I was never quite able to dunk a basketball. I know now that that is unlikely, but I haven t given up, though realism says I should do so and find a more attainable goal.

8 Thor:?? Frigga: Computer Lab for Surveys NEXT WEEK SOMETIME: SLO