APELC Class Notes
Objectives: APELCers 1) processed a speech, 2) identified schemes and tropes in the same, and 3) reviewed timed-writing revision procedures and requirements.
Third juniors and seniors, you began by processing the text of Abraham Lincoln’s second inaugural address. I asked you to carefully to comb the speech and identify particular schemes and tropes, which we then discussed and analyzed. We finished the day by detailing important aspects and expectations of the revision process during which I argued, among other things, the suitability of the five-paragraph essay format for organizing the argument that is your analysis and, indeed, the format’s endorsement by the prompt writers. At period’s end you turned in your notes and review from Tuesday.
Remember,
- Writers must have conferred with me over their initial paper to submit a revision.
- Papers must be accompanied by a cover sheet detailing its writer’s revision process.
- Papers must be typed and formatted according to MLA style guidelines—use the template—and should be no less than two and half pages and no more than three pages long.
- Papers containing more than four obvious errors in conventions and usage for formal, written, Academic English will be lose 7% from the final grade. (Read and reread carefully and use your giant yellow text’s “Grammar Handbook” for assistance).
- Writers who did not confer with me over their initial drafts or who chose not to revise their essays must still complete a cover sheet, blank except for name, date, title, and initial score and “I choose not to revise timed-writing X” in number 5, signed.
- Revision scores will replace initial in-class scores if merited.
- Papers and accompanying cover sheet (or blank, signed cover sheets) are due no later than 3:00 pm on Tuesday, September 2.
In defense of the five-paragraph essay format as an arrangement guide for your revision, I argued:
- Its roots in the six-step classical argument structure: Exordium, narration, partition, confirmation, refutation, and conclusion (see Using English and Classical Rhetoric and Its Christian & Secular Tradition).
- The prompt calls for such arrangement in that it ask you to identify and argue a purpose and suggests a three-prong attack (”diction, imagery, and sentence structure”).
- Such a three-prong attack lends itself to three body paragraphs which requires an attending introduction (with thesis) and outroduction.
Check under the “Materials” section of your class page for examples of arrangement and organization, and check your other homework details while you’re there. And please take a look at yesterday’s notes for detailed clarification of how to approach notes and not review (the bulk of which I have gone over in class).
Enjoy your three-day weekend, kids.
English 9 Class Notes
Objective: Freshmen explained elements of plot.
Period 1 freshmen, we finished “Most Dangerous Game”. It was a quick couple of days, but it was also sufficient for objective purposes. We talked over the moral implications of Rainsford’s and Zaroff’s actions and wound up tied in knots over right and wrong. Issues of morality and moral decisions are the threads we’ll follow over the course of the year as move through various genres of literature.
Complete your reading and notes for next class over the weekend. Remember to section out your story notes instead of going paragraph by paragraph.
See you in four days.
APELC Class Notes
Period 4, we covered the same ground as your peers yesterday. Check their notes for objectives and details.
All APELCers pay close attention to the following clarification on your notes.
Each topic each day merits its own sheet of notes. For example, the most recent language (discourse and grammar) topic and the Brady piece each should have been done on separate sheets of paper. Ideally, you’re taking notes on any reading you’re doing outside of class in addition to answering the assigned questions. They don’t have to be extensive or comprehensive, but you’ll already have begun a sheet that you’ll add to nest class from our discussion of the piece and your answers.
During class, you should be noting any corroborative, contradictory, or alternative, sound or ridiculous, pertinent or frivolous (and so on) ideas shared by your classmates. Also note any thoughts or questions that come to you as I lecture or we discuss as a class or you discuss in pairs or groups. These’ll help you when you review later.
Each class night, you should spend twenty or so minutes reviewing your notes from the day. Following the protocol as it’s laid out in “How to Do Homework When You Have No Specific Assignment” (a misleading name which I’ll change to be more clear), begin by highlighting your existing notes from that day (step 1). Grouping and labeling (steps 2 and 3), questioning (step 4), clarifying (step 5), and comparing (step 6) should be done on a new sheet of paper. You don’t have to copy all of your notes down verbatim on the new review sheet; abbreviations are fine but you should be thorough.
Add the review sheet(s) your note set when you’re done. Place the review sheet in your binder right after its associated highlighted note set. This way you can easily refer to your dated note sets, and I can simply ask for a set and accompanying review from a particular class to examine. For example, I can ask you on any given day for a note set and review from the last class―thus on a Tuesday or Wednesday, I can ask you for notes from Monday, and so on. It’s in your best interest therefore to make sure you’re reviewing your notes regularly as you don’t want to get caught off guard when I ask for them.
Next class (Thursday, August 28, and Friday, August 29) I’ll ask you only for your notes from last (not all of your notes from the beginning of the year, only your notes and review of the language topic and the Brady piece).
I may ask for a note set and review at any time in the future now that we’re clear (?) on the procedure, and since notes are worth 10% of your grade, I’ll ask often enough to make it worth your while to do them and well.
Until we see each other again, keep highlighting!
English 9 Class Notes
English 9 periods 2 and 6, check your period 1 peers’ notes from yesterday for objectives and details.
See you Friday.
APELC Class Notes
Objectives: APELCers 1) explained the nature of of discourse and grammar, and 2) analyzed a non-fiction essay.
Third juniors and seniors, I offered you some new notes on the particulars of discourse and grammar, important concepts and vocabulary that we’ll use as you explore others’ and create you own rhetoric. Then we talked over the Brady piece for which you answered the journal prompt and shared your various answers.
I enjoyed hearing voices other than my own today, and as the weeks proceed we’ll be engaging each other more as we did today (getting away from the lecture and slides) so I’d encourage you all to continue to participate positively and productively.
We finished off briefly touching on schemes and tropes and I shared the candidacy-ending rhetoric of Howard Dean from the 2004 Iowa caucus which I include below.
Schemes and tropes will become more important as we encounter new text. Their an easy way into new text. You’ll come recognize different ways speakers create effective (an ineffective) arguments by making calculated syntactic (schematic) and semantic (tropic) choices. Review carefully then the information on syntax, clauses and phrases, and ways to identify and explore sentences I gave you today. We’ll get deeper into tropes too, especially metaphor, but that article is a few days away.
Note on notes. I suggested to you that each day in class you begin a new sheet of notes for each topic we cover. This’ll make it easier, I believe, for you to organize them according to topic and taxonomize and turn-in when I ask for a particualr day’s note set. For example, today you might’ve started a new sheet for the notes on discourse and grammar and another for our discussion of the Brady piece and figurative language, ie., two separate note sets for each topic. When I collect your notes then I can simply ask for your the sets from today and your review according to the protocol.
English 9 Class Notes
Objectives: Freshmen 1) practiced taking notes, 2) explained elements of plot, and 3) read independently for a sustained period.
Period 1, you began today by answering some questions over “The Most Dangerous Game” and you continued your story notes. We took some time to talk over the story and author background and then we discussed plot: conflict, rising action, climax, falling action, and resolution. I asked you to choose a favorite movie that you identified plot points in with a neighbor.
You had more time to work on your notes before some of you began reading your library books independently.
Your story notes will be due when you cross the threshold of T-12 Thursday, and you should be prepared to quiz over the story.
APELC Class Notes
Objectives: APELCers 1) assessed elements of effective and ineffective analysis and evaluation in a student paper, and 2) differentiated levels of critical thinking in the same.
APELCers, you analyzed and evaluated a student essay about a photographic text today. As Ben pointed out in period 4, the threshold of analysis and synthesis involves the introduction of outside information. I elaborated that analysis involves examination of elements within the boundary of a text, and while synthesis involves introduction of other information outside a text’s immediate components. Extra historical information or comparisons to other texts are synthetic in nature.
Again, practice will make this delineation clearer.
Check your class page for homework details.
UNOFFICIAL. During open-house, some of your folks took information about the information meeting for the tour thirty-one day European tour I’ll be leading students on next summer. The meeting time details can be found at the Team AZ Travel Journal.
English 9 Class Notes
Objectives: Freshmen, 1) differentiated protagonist and antagonist, and 2) explained conflict as an element of plot.
English 9ers, today you answered several review questions about “Rules of the Game”. We discussed the relationship between stories’ protagonists and antagonists, and how we talked about conflict informs the latters’ relationship. Pretty much as the objectives state.
Please review your vocabulary (the ten words from the end of “Rules of the Game”) for next class’s quiz and begin your homework detailed on the class page. Remember that you need not complete your notes yet; you’ll have time to work on them in class and they’ll eventually be due Thursday for period 1 and Friday for 2 and 6. Be careful in your comprehension.
APELC Class Notes
Fourth juniors and seniors, we trod the same ground as your colleagues Thursday. I wanted to post a clarifying taxonomy of languages registers for your notes (I failed to show the slide in third period, too):
- Frozen (Ancient, sacred, or historical texts; rituals);
- Formal (Diplomacy, presentation, ceremony);
- Consultative (Public, commerce, classroom);
- Casual (Friends at the mall, comics on stage, singers on CD);
- Intimate (Families at dinner, spouses, twins).
Awareness of the rules of various speech communities, an understanding of these registers and how they work within the culture of various speech communities, and a knowledge of different types of grammars (which I’ll enumerate Monday) will assist your experience with text as we encounter it in class throughout the year and in your private and public lives outside of school.
Don’t forget to sign-up for a revision conference. I’ll not accept papers without meeting students and going over papers.
See you all Monday.
English 9 Class Notes
Period 2 and 6 freshmen, nothing different to report from the activities your Period 1 peers completes yesterday. Check their notes for details and objectives.
All classes should be keenly aware of the new materials policy: Failure to bring appropriate materials to class will result in offending students being marked tardy. Bring your materials to class e’erday; stop at your locker before you come to class.
Have a great weekend, kids.
Posturing and Rhetoric
I mentioned to third period APELCers today an analysis of the current diplomatic situation between the United States and its NATO allies and Russia over Poland’s agreement to host interceptor missiles batteries (ostensibly designed to deter attacks from Iran). (Here’s a link to Moscow News’ take on the situation. Interesting to note the difference in its presentation and its resulting ethical and pathetic affects.)
The NewsHour with Jim Lehrer (one of the best news and analysis programs in media) invited two experts to explicate and analyze unfolding drama between West and East: “U.S. Defense Deal With Poland Stirs Angry Russian Rhetoric”. I encourage you to listen to it attentively when you have some time; it is a fascinating and heated discussion in which you can easily distinguish levels of critical thinking and learn about the rhetorical interaction between NATO and Russia.
APELC Class Notes
Objectives: APELCers 1) identified and evaluated levels of critical thinking in their own writing, 2) explained the nature of speech communities and language register, and 3) practiced taxonomizing class notes.
Third juniors and seniors, you began by collecting your timed-essay from the basket and comparing your score to the Open Essay Rubric you brought to class. I walked you through the conference and revision process, and tried to your concerns especially about highlighting different levels of thinking in your own work.
We talked over the Roberts piece, and in that discussion I tried to point out the different levels of thinking students demonstrated as they shared about the text. At the end of the hour you had time to practice highlighting your notes; I’ll be collecting a round of notes next week, probably Thursday (or Friday for those of you from fourth who’re here previewing tomorrow).
Attend the homework detailed on your class page, and have a great weekend.
(UPDATED) REMINDER. Students can sign-up for revision conferences starting tomorrow at 1:00 2:00pm. I forgot to account for the Friday Pride Time Schedule.
English 9 Class Notes
Objectives: Freshmen 1) practiced taking notes, and 2) read independently for a sustained period.
First period, some of you came with your notes already complete and others came with work yet to do, which was fine since I was a little forgiving on this first lengthy assignment. And I do mean lengthy, as Ashley commented that it took more than hour or two to complete the work. All of you turned in your note sets and we finished the hour reading.
The note-taking task’ll become easier to engage and quicker for you to complete as time passes, but I promise that if you complete the study notes assignments as I’ve laid out you’ll be note-taking, critical-comprehending machines by the end of the year.
One adjustment I made to the note-taking activity already is this: If you have a series of small paragraphs, or a small paragraph sandwiched between to long paragraphs, or some other similar situation that would warrant it, you may write one summary sentence or identify the main idea for multiple paragraphs. Be judicious though; I still expect one summary or identification for bigger paragraphs, but you may summarize multiple small pieces of text as one and your idea should be thorough.
There is no homework for the weekend (a rare occurrence), and we’ll pick up with the questions and answers I asked you to begin three days ago four days from now.
APELC Class Notes
Fourth juniors and seniors, you completed the analysis and timed-writing your colleagues did yesterday. Be ready to highlight until your hands, fingers, and wrists can’t take it anymore.
Check your class page for homework details. And remember to be thorough in your answers to the Roberts piece.
See you next class.
English 9 Class Notes
Period 2 and 6 freshmen, nothing different from your peers yesterday. Check their notes for objectives and details.
Remember, all freshmen, your homework doesn’t have to be complete tomorrow when you enter class. You will have time to work on it with your neighbors and me. I know it may seem like a lot, but the work will become second nature in a few short weeks.
Please bring your textbook, notes, pens, and independent reading books. See you soon.