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.
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The word “colleague’s” has an apostrophe and THAT IS INCORRECT! HORRIBLY, HORRIBLY INCORRECT!
Noted.