AP Language Class Notes
Period 2, we covered much the same ground today as I did with your colleagues (or peers or whatever). Check their notes for details.
All APELC kids, timed-writing revisions, as you well know, are due tomorrow unless you were one with whom I could not meet Monday. Those students’ are due Friday. Remember, you must answer the prompt, you must have a paper of substance, and you must have with it a well-thought out cover sheet, that is, it should be an accurate, particular portrait of your critical revision process.
I look forward to reading your work.
English 9 Class Notes
Period 4, we did much the same as yesterday. I’m glad many of you’re enjoying the film version of our epic text. Although I’m not one to use video, except in extreme moderation, I think it’s important that you experience a variety of text, thus my room.
We’ll keep on with the film if it continues to enhance your understanding of the text.
AP Language Class Notes
Objective(s): APELC students 1) analyzed a writer’s rhetorical strategies, and 2) reviewed strategies for timed-writing revisions.
Period 5, we returned to Sarah Vowell today because we didn’t get to talk about her piece last week enough for me to be satisfied. As you observed, there are plenty of schemes and tropes that live on the surface of “Shooting Dad”, and you did a capable job of going beneath the surface and rooting around for meaning.
We talked about forthcoming outside writing assignments, and then we reviewed some important ideas for revision of your timed writings. Among them:
- Write to the prompt. Your identification of persona, context, audience, and argument will help you craft your thesis.
- Craft at least three solid body paragraphs; this will give you practice identifying accurate information, and analyzing and evaluaing it.
- Cover sheets must be as thoroughly thought through as your revision.
While last week I was impressed with revision conference preparations, this week is a different matter. I’m seeing that students 1) aren’t using the rubric to understand their inital scores, 2) aren’t highlighting their papers to see where their critical thinking is sufficient and where it’s lacking, and 3) aren’t prepared to answer the questions about improvement.
I made clear earlier in the year that to revise any in-class essay, students must participate in a revision conference with me. And to properly prepare for and participate in a revision conference, students must use the “AP Open Essay Rubric and Its Connection to Bloom’s Cognitive Taxonomy” handout and “Preparing for a Revision Conference” protocol, and, as always, students must be practicing the homework protocol as described in “How to Do Homework When You Have No Specific Assignment”. The latter will inform your understanding of how to use the former two.
Look for an updated version of the “Preparing for a Revision Conference” protocol with some new, helpful instructions.
English 9 Class Notes
Objective(s): English 9 students 1) read independently for a sustained period of time and journaled critically, and 2) analyzed literary concepts in a film text.
Periods 1 and 3, after you read we talked a bit about the Academic Achievement Contracts and, since the sub reported fine cooperation from you on Monday, we began to watch a bit of the 1997 television adaption of The Odyssey. I know it’s helpful to get a different perspective, espeically in this media-saturated age. We’ll watch more as we move toward the end of the story.
AP Language Class Notes
Objective(s): APELC students analyzed a writer’s rhetorical strategies.
I trust you were productive in your reading of “Gary Keillor”. I shall find out tomorrow.
English 9 Class Notes
Objective(s): English 9 students 1) read from an epic text, and 2) crafted and answered level questions over their reading.
At least, freshmen, that’s what was supposed to have happened. You were supposed to have read the next section of The Odyssey in our text, pp. 780-787, and create and answer three (3) level 1 and two (2) level 2 questions over the text.
Did you? I guess I’ll find out tomorrow.
Absent Monday, October 29 (Updated)
Hello children. Unfortunately, I’ll be out Monday, October 30. I sincerely apologize to those APELC students with whom I’d scheduled revision conferences. I’ll do my best to reschedule with you and extend due dates for your revisions accordingly.
All students―freshmen, juniors, and seniors―are expected to cooperate with the sub. Treat the room as you would if I were present, that is, target desks, pick up your refuse, et cetera. I’ll look forward to a good report from my stand-in upon my return.
Be mature and productive.
UPDATE: I am an idiot. A couple of you have pointed out my mistake, and I will be absent Monday, October 29. To answer all of the worried students who’ve already left comments, know that you will have an extension to Friday to complete your papers, and I will see students Wednesday during sixth because of my absence. Dig?
AP Language Class Notes
Period 2, we started off in the library today and that made it a little difficult to to get back into analysis mode when we returned class. But both periods got a good chance to start their brag sheets yesterday in fifth and today. We’ll return to Sarah Vowell on Monday.
I’ve finally posted new formatted versions of “How to Do Homework When You Have No Specific Assignment”, “Generic AP Open Essay Rubric and Its Connection to Bloom’s Cognitive Taxonomy”, and “Examples of Arrangement and Organization” under the “Materials” section of your class page.
Get on those revisions. See you Monday.
English 9 Class Notes
Period 4, please check your peers’ class notes from yesterday for class objectives and details.
I’m looking forward to seeing a lot of freshmen from first, third, and fourth this afternoon in tutoring this afternoon and tonight at the play.
AP Language Class Notes
Objective(s): APELC students analyzed a writer’s rhetorical strategies (kind of).
Period 5, we began to talk over Sarah Vowell’s piece from the reader today, and then we began to talk over argument and theme. I offered that literary theme falls under the umbrella of rhetorical argument, that theme is the purpose of a literary text.
The definition of theme I provided runs counter to the prevailing concept that attach words like “lesson” or “moral” to theme and that allow for weak attempts at single word or phrasal themes. “Love”, “suffering”, “injustice”, et cetera, are not themes; they are merely discrete, decontextulaized ideas that are repeatedly, universally applied to literary texts and that result from little (level 2) analysis. They’re closer to (level 1) motifs, which may appear thematic and certainly inform theme, but, in fact, are not themes in themselves.
Further, themes are not clever phrases or droll morals: Man v. Nature, Appearance v. Reality, “To thine own self be true”, “Life is short, art is long”, et cetera, are not themes. These are level 1 and 3 cliches that, again, are born of little analysis. Theme, and its rhetorical parent, argument, are harder to pin down. Theme demands analysis and assertion that are worthy of evaluation.
Here’s a working definition of theme: “Theme is the motivating idea or ideas that drive a piece of literature, that is, the literature’s primary insight into life and the nature of man and his place in the universe, unique to the text under investigation but which does not explicitly reference it, and which is best expressed as an arguable and well-developed independent clause using highly connotative language”. Texts may have more than one theme.
We’ll work on it.
NOTE ABOUT REVISIONS: I’m very impressed by students’ self-assessment at the revision conferences I’ve particpated in these last two days. It’s nice to see progress in your thinking about your thinking. You should be pleased with your work thus far and be ready to continue to apply your burgeoning critical thinking abilities to the more difficult challenges to come.
English 9 Class Notes
Objective(s): English 9 students 1) read independently for a sustained period of time and journaled critically, 2) analyzed literary concepts through chunking, and 3) completed a 2 chunk, 8 sentence expository paragraph.
A crazy day for periods 1 and 3, freshmen. After you read and journaled, I mentioned the extra credit opportunity and then worked on crafting very specific sentences to complete the paragraph template. First period wrote about mood in epic, and thrid period wrote completed the paragraph on imagery.
Once again, I was impressed by the number of you that showed up to fulfill your tutoring obligation. When I showed up at T-12 after working with the juniors and seniors in the library, there must have been about 40 of you milling about waiting for me to open the door. I invited Mr. Erickson and Mr. Quinn over to take a look at you all working, and I think you impressed them, too.
APELC Revisions and More
AP juniors and seniors, the sign-up sheet for revisions conferences was posted today during first lunch, and many have already signed up. My apologies to Keith M., Casey M., Andre M., Areanna S., and Blaise C. I failed to account for a doctor’s appointment I scheduled for this Friday afternoon when I printed the sign-up sheet. You’ll have to resechdule.
Revisions, with a completed cover sheet, are due next Thursday, November 1, by the end of the tutoring period. No later. (The students I had to cancel Friday appointments with can take an extra day, though.)
I already successfully conferenced with one of your colleagues today who took the time after she received her draft this morning to prepare great detailed notes as to what she’ll do to improve her paper. I’d follow her example―remember, your preparation drives our conference which means the better prepared you are, the better I’ll be able to offer assistance and the more you’ll get out of our collaboration.
Now for the “More”. Fifth period’s Alli E. has proposed the formation of an APELC study group to meet, perhaps, Wednesday afternoons either in my room or outside under those great trees. What would the study group do? Well, here’re some thoughts.
The first thing you might do is review class readings and discuss rhetorical concepts and strategies in each. You might use the basic questions for rhetorical analysis and post-text questions to guide your discussion. You might try processing a text or at least framing a text or analyzing its appeals.
Second, you might discuss rhetorical concepts and strategies from a text you provide. It may be an article you find, a piece of music, a program, a movie, whatever―something you find rhetorically interesting that you’d like to practice your analytical skills on. Exercises such as these are useful in helping you extend your skills beyond the classroom and into authentic, outside texts, and of course this practice would bolster your in class performance.
Third, you might review each other’s writing, like a group edit. This might help you develop comfort sharing your writing with your peers and practice giving and receiving criticism.
Fourth, you might discuss any language or rhetoric related issue: grammar and usage, language register, political speech, personal narrative, et cetera. It’d be an outlet for real discussion about real issues in communication.
I think it’s a great idea, and if you’re interested, I’ll leave board space for students to leave their names.
Get writing.
AP Language Class Notes
Period 2, good discussion today over the Soto and Manning pieces, and all juniors and seniors, good job generally on the timed-writing. Please check you class page for homework details.
English 9 Class Notes
Period 4, another great day for you. We did the same as your peers yesterday, so please check their notes for objectives and details. And check your class page for homework details.
All freshmen, the extra credit opportunity is posted under the “Assignments” section of your class page. I’m sorry for not getting it up earlier, but if you attended the play this evening, you can still complete the assignment, but I still need to have your signed ticket stapled to the completed document.
Language in Flux
Here’s an ignorant statement I heard on a recent episode of Grammar Girl from the podcaster herself regarding nominative and objective pronouns:
I hate it when language is in flux [. . .] because it’s easy to get confused. But a lot of people have asked me these questions, and in the end, I believe it’s best to know the traditional rules and then if you decide to break them you can do so knowingly and with conviction.
All languages are always in flux. All languages change over time. So called “traditional grammar” rules are merely one set (and not standardized set, mind you) of prescriptive usage strictures that, according to context and taste, can be applied to certain politcal, social, academic, and cultural situations.
Don’t be fooled by the usage-mavens, kids. Language is powerul, infinitely creative, and not confined easily to monlithic rules of “correct” and “incorrect”. Don’t allow others who think they maintain some special standard of language perfection make you feel ashamed about your English use.
AP Language Class Notes
Objective(s): APELC students analyzed two writers’ rhetorical strategies.
Period 5, today we reviewed the Soto excerpt upon which you wrote your timed-writing and the Mannign piece about which you answered several questions. Remember, it all comes down to presentation and scheme. From these speakers establish common ground and affect (even effect) an audience’s emotional needs. Linguistically, any utterance (for our purposes, verbal and textual) begins with the kernel sentence in English, S(ubject) + V(erb), to which can be added an almost infinite variety of C(omplements) (subject or verb) or A(dverbials) and to which other clauses can be coordinated or subordinated for a number of ethical or pathetic effect.
The revision conference sign-up sheet will be available beginning first lunch tomorrow (Wednesday), and you may only sign yourself up.
Check your class page for homework details (and check your classmates’ work on the east wall to see what you need to do to make the grade).
Peace out.
English 9 Class Notes
Objective(s): English 9 students 1) read independently for a sustained period of time and journaled critically, and 2) analyzed literary concepts through chunking.
Periods 1 and 3, after reading and journaling today, you began chunking The Odyssey. We started with imagery, and you sure impressed me. We ran into a little confusion making level 2 (blue) inferences, but I think today I hit on a way that should make drawing inferences from analysis based on level 1 (yellow) observation easier for everyone to understand. I’ll continue to emphazise it in class, but to make sure it sticks, I’m going to try to find a way for each individual to make the connection.
Class today was great; you all participated very well. I’m really pleased and proud to see everyone digging in a taking responsility for his or her own learning, and it was nice to have so much company tutoring this afternoon.
Don’t forget your homework.
Think You’re Challenged?
Whenever I hear students wonder aloud why their lives must be filled so with untenable adversity, I try to offer something that might help them realize the advantages they enjoy, advantages they may daily take for granted. And I don’t just mean the manifold opportunities they have at school or the variety of choices they have living in free-market America. I mean something even more fundamental, something like the use of their hands. Thus this recent USA Today article on foot and mouth painters: “Disabled artists get broad stroke of resilience”.
I’ve mentioned foot and mouth painters to students many times before, almost every year with every new batch of kids that come through my door, and highlight what a man or woman can do if he or she is determined despite seemingly insurmountable odds:
Dig that.
AP Language Class Notes
Objective(s): APELC students completed a timed-writing 2 today.
Hey all, not much to say about the timed-writing. We’ll talk more about it next class. I do, however, have to share some important feedback on other class goings-on.
First, some feedback on your responses to “Once More to the Lake” (considerations that can be applied to future work):
- Too much “Lots of figurative language,” or “The drums indicate thunder.” Too little detail; arguments flat, lacking, with little, obvious, or no substantive analysis.
- You must read carefully and closely. If you’re not using the post-text questions and the basic questions for rhetorical analysis as guides to your reading, you’re failing.
- You must put yourselves in others’ shoes as you read—the speaker, the audience—and try to experience a piece from different perspectives.
- Second pronoun “you” and “calm” tones are to be stricken from further analyses.
Marie C. clarified with me again today something I’ve been over with both classes many times in the past: I don’t expect you to write only to please me or corroborate my interpretation of a text. As long as you can provide evidence from the text for your analyses, and you must provide evidence from the text, our interpretations may can be opposite. That’s what makes for discussion and argument. And discussion and argument are good.
Second, those troubling numbers, again, I shared briefly with you in class:
- “Song of Myself” process: 13 out of 25 turned in second period, 21 out of 33 turned in fifth period.
- “Once More to the Lake” questions: 20 out of 25 turned in second period, 26 out of 33 turned in fifth period.
- “Arm Wrestling with My Father” questions: 21 out of 25 turned in second period, 25 out of 33 turned in fifth period.
Although I’d hate to see any one you leave, especially after the success many of you achieved last quarter and after much anxiety, if you 1) aren’t willing to read a piece deeply more than once, questioning and writing as you do; or 2) aren’t willing to extend yourself beyond the assignment as written by seeking contextualizing or clarifying information on your own, or 3) aren’t willing to take thorough notes in class and taxonomize them nightly, or 4) are having trouble understanding the material but aren’t willing to see me in tutoring, or 5) all (or some) of the former, I recommend that you effect a schedule change quickly.
English 9 Class Notes
Objective(s): English 9 students analyzed literary concepts through chunking.
Freshmen, we went over imagery today and began to practice writing chunks in which you explained/analyzed Homer’s imagery in The Odyssey and its effect on listeners/readers. I was pleased that many of you excelled in finding the evidence you needed to complete the text analysis form and were able to direct your classmates to your discoveries.
No homework. We’ll keep on chunking on Tuesday and Wednesday.