APELC Class Notes
Yesterday and today, I reviewed alternate ways of understanding and applying logos, ethos, and pathos, and I tried to clarify the use of the examples of organization I offered you in the handout. I also showed you ways to introduce and outroduce your essays using highly evaluative, contextualizing language. Again, I recommend that you use my examples only as guides and not to imitate my style.
I enumerated free-response revision submission requirements and details (which are also listed in your course outline), but I’ll post them here too. This’ll be the only time I post them all year, but I’ll remind you of them as you turn in subsequent revision work―it’s tedious to repost them every time, and it takes the onus off of you to be responsible for learning what I expect in your work. Here they are:
- Writers must have conferred with me over their initial paper to submit a revision.
- Papers must be typed and formatted according to MLA style guidelines—use the template (under Class Materials on your class page)—and should be no less than two and half and no more than three pages long.
- Papers containing more than four obvious errors in conventions and usage for consultative, written, academic English or violations of MLA style will lose 7% from the final grade.
- Papers must be accompanied by a cover sheet (under Class Materials on your class page) detailing its writer’s revision process.
- Cover sheets are to be attached to the revision, former on top of the latter, with one staple, horizontally, in the upper-left hand corner.
- Writers who did not confer with me over their initial drafts or who chose not to revise their essays must still submit a cover sheet, blank except for name, date, title, and initial score, “I choose not to revise timed-writing X” in number 4, and signed.
- Revision scores will replace initial in-class scores if merited.
I failed to communicate the information about embedding quotations and bracketing ellipses I emphasized with third and fourth period to fifth, but here’re some worthy resources that will benefit everyone. Read these pages carefully:
- “Email Grammar and Style: Quoting Properly” from the Pedagogies page at Romantic Circles hosted by the University of Maryland.
- “MLA Formatting Quotations” from the MLA Style page at Purdue’s Online Writing Lab.
For our purposes, even though it’s no longer required by the MLA but it’s not incorrect, I’m requiring the use of brackets around any ellipses you use when quoting another speaker’s text. Also, I prefer you not end a clipped quotation with bracketed or any ellipsis.
You have a bit to do kids. Get to it. Please don’t wait until Sunday evening to commence working on the template or to begin your cover sheet. And be mindful of conventions. Don’t let all your hard work and thought go to waste because of carelessness or sloth.
Remember to print and bring the speech text next class. (I didn’t mention this to third, so if others of you would remind any peers you know in that class, I’d appreciate it.)
English 9 Class Notes
Freshmen, thank you for your patience with my absence Thursday and Friday, and I apologize for these late notes. Thursday, I left instructions for second period to answer the After Reading Questions for “The Most Dangerous Game” and begin “The Cask of Amontillado” and read their liberry books. Friday, seventh period was to complete the text and audio for Connell story and also answer the questions and read the same as their peers the day before.
Since I wasn’t able to present the 1932 film adaptation of the story to second period, I’ve embedded the entire film below. Now all students can have a look. It’s quite different in many aspects, but the spirit’s the same I think:
See you in a couple of days, kids.
APELC Class Notes
APELCers, I apologize for my absence Thursday and Friday and I’m sorry for these late notes, but I appreciate your patience. I left instructions for you to read the Algeo handout, compare Algeo’s ideas to those you encountered in the Daniels text, and answer all of the questions on the former as part of your notes. After this, I asked you to work on organizing at least the three body paragraphs of your revision. You were also encouraged to read your self-selected texts with any time left. (If you don’t have a book yet, please choose one soon and bring it every class day.)
Those that had conferences with me should expect to meet with me on Tuesday or Wednesday when we return from the long weekend.
Best.
English 9 Class Notes
Freshmens, yesterday second period completed “The Most Dangerous Game” and we summarized the action of the story and broke it into its constituent plots points. Seventh period played catch-up today, though, and only began the story. I’ll do my best to get the afternoon class on par with the morning class next time, when we should finish the text.
The other day I mentioned to second period a connection with Connell’s short story: a terrible Arnold Schwarzenegger adaptation of Stephen King’s short story, The Running Man. I’ve not actually read the story—my brother-in-law turned me off of Stephen King a long time ago (so much that I’ve never actually been tempted to read a King text)—but I grew up in the 80s and have seen many of the California governor’s action movies.
That’s it. See you next time.
APELC Class Notes
APELCers, because of the bell-schedule yesterday and today, I was forced to rush through fundamental concepts, alternative ways of looking at and using logos, ethos, and pathos. Of course, I would’ve liked more time to elaborate, but I wanted to offer the organizational scheme for your revisions. Timing was not my friend, and I was only able to share the handout I created with third and fourth period; I’ll go over the arrangement with fifth and also review it in more detail with third and fourth next time.
I know some are skeptical of this way of means of understanding these ancient proofs, but I think it’ll prove productive and useful.
See you soon.