Read and annotate Act 4 of Shakespeare's Henry IV, Part 1. You do not have a writing assignment for this reading.
Begin thinking about the speech explication that is due Friday, Dec. 16. The assignment is described in full in the document posted to the right (under Syllabus and Assignments). You'll notice that this assignment has one or two small but possibly significant variations from what I presented in class. Here are the eight speeches you can choose from:
Hal, Act 1, scene 2, ll. 175-197
Hotspur, Act 1, scene 3, ll. 160-189
Hal and Falstaff, Act 2, scene 4, ll. 411-442
Henry IV, Act 3, scene 2, ll. 94-129
Hal, Act 3, scene 2, ll. 130-160
Falstaff, Act 4, scene 2, ll. 11-43
Falstaff, Act 5, scene 1, ll. 128-140
Falstaff, Act 5, scene 3, ll. 112-127
Tuesday, December 6, 2011
Friday, December 2, 2011
Homework for Tuesday, Dec. 6
Read and annotate Act 3 of Shakespeare's Henry IV, Part 1. While reading, be mindful of the rhetorical situations the prominent characters face. (A rhetorical situation is the context in which someone writes or speaks, the conditions that shape how a speaker or writer addresses an audience.) For Act 3, scene 1, keep in mind that Mortimer is Lady Percy's brother (and Hotspur's brother-in-law), and Mortimer's wife is Glendower's daughter. If you are confused by Hotspur's behavior at the beginning of Act 3, scene 1, just know that Hotspur is mocking Glendower's mysticism while also trying to forge ahead with the rebellion.
In a well-composed paragraph, answer one of the questions below:
1. In scene 1, Worcester chastises Hotspur (hisolder brother his nephew)for treating Glendower harshly and for acting poorly in general (ll. 177-189). What qualities is Hotspur criticized for, and where does he show those qualities in Act 3, scene 1? How does Hotspur react to his younger brother uncle's criticism?
2. In scene 2, Henry IV forgives Hal fairly quickly (l. 29), but then he has a lot to say about the nature of being a king, and how he still doubts whether Hal is ready to truly stand by him (ll. 29-91, 94-129). Consider Hal's rhetorical situation and answer the following questions. Why is Hal's initial response (ll. 92-93) so brief, but his subsequent response (ll. 130-160) much longer? Do you think Henry IV is convinced that his son has turned a new leaf?
3. When Hal returns to the tavern for the first time since reconciling with his father, does he interact differently with his cronies, or is he the same old lighthearted, ne'er-do-well wag? Support your answer by giving attention to Hal's rhetorical situation and his language.
In a well-composed paragraph, answer one of the questions below:
1. In scene 1, Worcester chastises Hotspur (his
2. In scene 2, Henry IV forgives Hal fairly quickly (l. 29), but then he has a lot to say about the nature of being a king, and how he still doubts whether Hal is ready to truly stand by him (ll. 29-91, 94-129). Consider Hal's rhetorical situation and answer the following questions. Why is Hal's initial response (ll. 92-93) so brief, but his subsequent response (ll. 130-160) much longer? Do you think Henry IV is convinced that his son has turned a new leaf?
3. When Hal returns to the tavern for the first time since reconciling with his father, does he interact differently with his cronies, or is he the same old lighthearted, ne'er-do-well wag? Support your answer by giving attention to Hal's rhetorical situation and his language.
Wednesday, November 30, 2011
Homework for Friday, Dec. 2
Finish Act 1, scene 3, and read and annotate Act 2 (beginning with scene 2) of William Shakespeare's Henry IV, Part 1. In a well-developed paragraph, complete one of the writing responses described below. (These prompts are adapted from the Cambridge School Shakespeare edition of King Henry IV, Part 1, Rex Gibson, editor, published by Cambridge University Press in 1998.)
1. A major aim of scene 2 is to make the audience laugh as much as possible. But, is Falstaff serious in parts of this scene? Write a rhetorical analysis of Falstaff's language that explains whether he is jesting throughout the scene, or if he turns serious.
2. Do Hotspur and Lady Percy really love each other? Write a rhetorical analysis of Hotspur and Lady Percy's conversations in scene 3, and explain why they speak to each other as they do. You may consider the context of the conversation as well as each character's purpose and persona.
3. In scene 4, Hal and Falstaff take roles as Henry IV and Hal in preparation of Hal's impending visit with his father. With an emphasis on their language, how do Falstaff and Hal convey the king's seriousness?
Extra: In scene 4, when Falstaff acts as both Henry IV and Hal, he expresses a concern that all of Hal's buddies should be banished except himself. Why is he so concerned about banishment, and why at this moment in the play?
1. A major aim of scene 2 is to make the audience laugh as much as possible. But, is Falstaff serious in parts of this scene? Write a rhetorical analysis of Falstaff's language that explains whether he is jesting throughout the scene, or if he turns serious.
2. Do Hotspur and Lady Percy really love each other? Write a rhetorical analysis of Hotspur and Lady Percy's conversations in scene 3, and explain why they speak to each other as they do. You may consider the context of the conversation as well as each character's purpose and persona.
3. In scene 4, Hal and Falstaff take roles as Henry IV and Hal in preparation of Hal's impending visit with his father. With an emphasis on their language, how do Falstaff and Hal convey the king's seriousness?
Extra: In scene 4, when Falstaff acts as both Henry IV and Hal, he expresses a concern that all of Hal's buddies should be banished except himself. Why is he so concerned about banishment, and why at this moment in the play?
Wednesday, November 16, 2011
Homework for Thursday, Nov. 17
Read and annotate the "Introduction" to your edition of Shakespeare's Henry IV, Part 1. You may also find it helpful to read the "About the Text" section, but you are not required to do so. There is no writing component for this assignment.
Thursday, November 10, 2011
Homework for Tuesday,. Nov. 15 (Day 1)
Play with words this weekend and write a piece about anything. Don't worry about form or genre; feel free to experiment. This piece of writing will not receive a grade. Feel free to draw on anything you know, are interested in, are ignorant about. This piece may be of any length, and in any form. I only ask that it be typed and printed out.
Tuesday, November 8, 2011
Homework for Thursday, Nov. 10
Read Eula Biss's essay "No Man's Land," which was handed out in Tuesday's class. Type and print your responses to the following questions:
1. What has Biss come to say in this essay?
2. According to Biss, what does it mean to be a pioneer? Don't look for one sentence to answer this question; think of the essay as a whole.
3. Biss writes, "Even now, at a much more wary and guarded age, what I feel when I am told my neighborhood is dangerous is not fear but anger at the extent to which so many of us have agreed to live within a delusion—namely, that we will be spared the dangers others suffer only if we move within certain very restricted spheres, and that insularity is a fair price to pay for safety" (p. 154). A. Are you persuaded by Biss's expression of anger in this sentence? If so, explain how she has earned the reader's trust to express her anger. If not, explain why you are not persuaded by her expression of anger. B. Whether or not you are persuaded by her anger, what do you think of the point she's trying to make?
1. What has Biss come to say in this essay?
2. According to Biss, what does it mean to be a pioneer? Don't look for one sentence to answer this question; think of the essay as a whole.
3. Biss writes, "Even now, at a much more wary and guarded age, what I feel when I am told my neighborhood is dangerous is not fear but anger at the extent to which so many of us have agreed to live within a delusion—namely, that we will be spared the dangers others suffer only if we move within certain very restricted spheres, and that insularity is a fair price to pay for safety" (p. 154). A. Are you persuaded by Biss's expression of anger in this sentence? If so, explain how she has earned the reader's trust to express her anger. If not, explain why you are not persuaded by her expression of anger. B. Whether or not you are persuaded by her anger, what do you think of the point she's trying to make?
Wednesday, October 19, 2011
Homework for Thursday, Oct. 20
Complete the imitative paragraph that we started in class. Further details below.
Read Narrative of the Life of Frederick Douglass, chs. I-II, available here. Write one good sentence describing your reaction to this reading.
The paragraph you should imitate begins with "Ken Harvey was gasping for air" (50 Essays, p. 336). Identify an institution that has not lived up to its promises, and imitate Mike Rose's writing to show how it has failed someone. (The person it fails can be anyone in general; it doesn't have to be someone you know.) Follow Rose's writing strategies in the paragraph to draw attention to the institution's failures: his language, his examples, his sentence variety, and how his sentence structure (especially toward the end) reinforces his point.
Read Narrative of the Life of Frederick Douglass, chs. I-II, available here. Write one good sentence describing your reaction to this reading.
The paragraph you should imitate begins with "Ken Harvey was gasping for air" (50 Essays, p. 336). Identify an institution that has not lived up to its promises, and imitate Mike Rose's writing to show how it has failed someone. (The person it fails can be anyone in general; it doesn't have to be someone you know.) Follow Rose's writing strategies in the paragraph to draw attention to the institution's failures: his language, his examples, his sentence variety, and how his sentence structure (especially toward the end) reinforces his point.
Monday, October 17, 2011
Homework for Tuesday, Oct. 18
In 50 Essays, read Mike Rose, "'I Just Wanna Be Average.'" Write one page in response to the following prompt: As we discussed in class, Baldwin's "Notes of a Native Son" goes back and forth between the specific and the general, the narrative and the analytic, and the personal and the public. Explain how Rose employs this strategy to achieve his purpose in "'I Just Wanna Be Average.'" It will help, of course, to identify Rose's purpose in your response.
Tuesday, October 11, 2011
Topic for Wednesday's Response
Here is your prompt for the one-page response: Now that you've finished The Color of Water, what is McBride's situation, and what is his story? In other words (for those who are new to the class), what is the context for McBride's memoir (his situation), and what idea, or emotional insight, has he come to share with the reader (his story)?
Monday, September 26, 2011
Assignments for Wednesday, Sept. 28, and Monday, Oct. 3
For Wednesday, Sept. 28:
1. Read and annotate The Color of Water, pp. 107-137.
2. Bring two questions to class about this reading and email them to me.
3. Write one typed page in response to the following prompt: Analyze the structure of McBride's memoir. You may choose a general feature (e.g., alternating narratives), chronological structure (flashbacks, jumping around in time, and so on), or some other organizing principle you have noticed. In your response, explain the rhetorical advantages or disadvantages of the structural aspect you've decided to write about.
4. Look at the independent reading assignment and choices posted to the right. You must tell me your selection by next Monday, Oct. 3.
5. See the assignment for Essay 1 (the narrative essay) posted to the right.
For Monday, Oct. 3:
1. Select your independent reading book.
2. Read and annotate The Color of Water, pp. 137-191.
3. Bring two questions to class about this reading and email them to me.
4. Write one typed page in response to the following prompt: Take an incident described by McBride, but write it in his mother's voice. You may write it as you think she would write it, so make whatever changes you think are appropriate.
1. Read and annotate The Color of Water, pp. 107-137.
2. Bring two questions to class about this reading and email them to me.
3. Write one typed page in response to the following prompt: Analyze the structure of McBride's memoir. You may choose a general feature (e.g., alternating narratives), chronological structure (flashbacks, jumping around in time, and so on), or some other organizing principle you have noticed. In your response, explain the rhetorical advantages or disadvantages of the structural aspect you've decided to write about.
4. Look at the independent reading assignment and choices posted to the right. You must tell me your selection by next Monday, Oct. 3.
5. See the assignment for Essay 1 (the narrative essay) posted to the right.
For Monday, Oct. 3:
1. Select your independent reading book.
2. Read and annotate The Color of Water, pp. 137-191.
3. Bring two questions to class about this reading and email them to me.
4. Write one typed page in response to the following prompt: Take an incident described by McBride, but write it in his mother's voice. You may write it as you think she would write it, so make whatever changes you think are appropriate.
Wednesday, September 21, 2011
Assignment for Monday, Sept. 27
1. Read and annotate The Color of Water, pp. 57-105.
2. Write one typed page in response to the following prompt: Write a brief narrative piece modeled on one of the three passages from Color of Water listed below. Your writing should strive to mimic McBride's writing (e.g., sentence structure, word choice, level of detail, and so on ) rather than the specific nature of the incident. That said, you may find it helpful to follow the general nature of the passage's incident as described below.
2. Write one typed page in response to the following prompt: Write a brief narrative piece modeled on one of the three passages from Color of Water listed below. Your writing should strive to mimic McBride's writing (e.g., sentence structure, word choice, level of detail, and so on ) rather than the specific nature of the incident. That said, you may find it helpful to follow the general nature of the passage's incident as described below.
- p. 9 ("As a boy...race and identity she ignored"; a profile of someone you know well, probably with a distinctive personality)
- pp. 34-36 ("The incident confirmed my fears...a knot of disbelief and tears"; a confrontation with someone that probably ended badly)
- pp. 94-95 ("The question of race...began to fall apart"; activities with your family that you probably hated)
In addition, be sure to bring 50 Essays to class as you will read George Orwell's "Shooting an Elephant."
Lastly, stop by on Friday during tutorial to pick up your summer essays before the weekend. If you don't get them from me, I will leave them with the substitute.
Friday, September 16, 2011
For Tuesday, Sept. 20
1. Read pp. 1-55 of The Color of Water.
2. Write one typed page in response to the following question: How would you describe McBride's narrative persona, and what strategies does he use to develop that persona? Check later in the weekend for a sample response that uses the De Quincey reading completed in Friday's class. Click here for that sample response.
3. Via email, submit two questions about The Color of Water to me. These should focus on aspects of McBride's writing choices.
In class, we will begin with an in-class reading of Hughes's "Salvation," in 50 Essays, which we did not get to on Friday.
On a separate note, notice independent reading assignments and the vocabulary list posted to the right (under Syllabus and Assignments). Read about the independent reading assignment this weekend; maybe you can even decide on a book. The vocabulary list is where I will try to keep track of unfamiliar words that come up in class. If I miss any that you would like to see on this list, just email it to me. You will not be quizzed on these words, but it would be great to see them in your writing over the course of the year. The listed words link to their Merriam-Webster definitions.
2. Write one typed page in response to the following question: How would you describe McBride's narrative persona, and what strategies does he use to develop that persona? Check later in the weekend for a sample response that uses the De Quincey reading completed in Friday's class. Click here for that sample response.
3. Via email, submit two questions about The Color of Water to me. These should focus on aspects of McBride's writing choices.
In class, we will begin with an in-class reading of Hughes's "Salvation," in 50 Essays, which we did not get to on Friday.
On a separate note, notice independent reading assignments and the vocabulary list posted to the right (under Syllabus and Assignments). Read about the independent reading assignment this weekend; maybe you can even decide on a book. The vocabulary list is where I will try to keep track of unfamiliar words that come up in class. If I miss any that you would like to see on this list, just email it to me. You will not be quizzed on these words, but it would be great to see them in your writing over the course of the year. The listed words link to their Merriam-Webster definitions.
Wednesday, June 1, 2011
Summer Reading 2011
For next year's AP Lang students, the summer reading options and assignments are posted to the right (under the Times' headlines) and linked here. If you have any questions, don't hesitate to reach me by email. I hope you enjoy the reading, and have a great summer!
Tuesday, May 17, 2011
Upcoming Assignments 5/23-6/2
Monday, May 23 (Day 1): Read the excerpts and adaptations from Rachel Friedman's The Good Girl's Guide to Getting Lost that are linked below. Ms. Friedman will be visiting class today.
"Galway Girl," from The Pennsylvania Gazette
Also, check out the following advice Ms. Friedman dispensed to fellow writers:
"Seven Things I've Learned So Far," from Guide to Literary Agents, Editor's Blog
Tuesday, May 24 (Day 2): Continue working on the personal essay for your college application. Give attention to any or all of the following: words, sentences, organization. Remember, the essay will be more successful if it is driven by what you want to say, and not by the prompt. Bring a digital copy of your essay to class.
Wednesday, May 25 (Day 3), and Thursday, May 26 (Day 4) : Complete a draft of your college application essay, or revise what you have written so far. Bring a digital copy to class.
Tuesday, May 31 (Day 5), and Wednesday, June 1 (Day 6): Final draft of college essay due.
Thursday, June 2 (Day 1): Partager!
Upcoming Assignments
Wednesday, May 18 (Day 2): Read the two admission essays below and comment on their strengths and weaknesses.
Debora Spar, President of Barnard College
Michael S. Roth, President of Wesleyan University
Thursday, May 19 (Day 1), and Friday, May 20 (Day 2): Bring at least one page of a draft of your college essay. The topics below are those found on the Common Application. Your essay must be 250-500 words in length. It's fine to exceed that length for now; you can always cut material later.
1. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.
2. Discuss some issue of personal, local, national, or international concern and its importance to you.
3. Indicate a person who has had a significant influence on you, and describe that influence.
4. Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.
5. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you.
6. Topic of your choice.
Debora Spar, President of Barnard College
Michael S. Roth, President of Wesleyan University
Thursday, May 19 (Day 1), and Friday, May 20 (Day 2): Bring at least one page of a draft of your college essay. The topics below are those found on the Common Application. Your essay must be 250-500 words in length. It's fine to exceed that length for now; you can always cut material later.
1. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.
2. Discuss some issue of personal, local, national, or international concern and its importance to you.
3. Indicate a person who has had a significant influence on you, and describe that influence.
4. Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.
5. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you.
6. Topic of your choice.
Tuesday, May 3, 2011
Homework for Wednesday, May 4 to Friday, May 6
For Wednesday, May 4, complete pp. 260-264 in your CliffsAP book. Since there are 25 questions, give yourself 25 minutes to complete these passages.
For Thursday and Friday, write outlines for the FRQs distributed in class and temporarily posted to the right (under Syllabus and Assignments). Make sure you clearly label your thesis. In addition, be sure to have a topic sentence for each paragraph you would write, and at least one supporting idea for each topic sentence.
For Thursday and Friday, write outlines for the FRQs distributed in class and temporarily posted to the right (under Syllabus and Assignments). Make sure you clearly label your thesis. In addition, be sure to have a topic sentence for each paragraph you would write, and at least one supporting idea for each topic sentence.
Friday, April 29, 2011
Homework for Monday, 5/2 (Day 2), and Tuesday, 5/3 (Day 3)
In your CliffsAP book, complete the multiple-choice questions on pp. 298-303. In addition, write outlines for an essay on the following topic in response to each passage: What rhetorical strategies does the author use to achieve his or her purpose?
Wednesday, April 27, 2011
Rhetorical Terms to Review
You should become familiar with the following rhetorical terms. Your CliffsAP book defines them, starting on p. 65. Some of them will already be familiar to you:
ad hominem argument
antithesis
conceit
loose sentence
parallelism
periodic sentence
rhetorical appeal
rhetorical mode
syllogism
understatement
The following terms (which are also listed in your CliffsAP book) should already be familiar to you. If that is not the case, you should become familiar with them.
allegory
alliteration
allusion
analogy
atmosphere
caricature
clause
diction
euphemism
figure of speech
genre
hyperbole
imagery
irony
juxtaposition
metaphor
mood
narrative
oxymoron
paradox
parody
personification
point of view
prose
repetition
rhetorical question
satire
simile
subordinate (dependent) clause
syntax
theme
thesis
time
transition
ad hominem argument
antithesis
conceit
loose sentence
parallelism
periodic sentence
rhetorical appeal
rhetorical mode
syllogism
understatement
The following terms (which are also listed in your CliffsAP book) should already be familiar to you. If that is not the case, you should become familiar with them.
allegory
alliteration
allusion
analogy
atmosphere
caricature
clause
diction
euphemism
figure of speech
genre
hyperbole
imagery
irony
juxtaposition
metaphor
mood
narrative
oxymoron
paradox
parody
personification
point of view
prose
repetition
rhetorical question
satire
simile
subordinate (dependent) clause
syntax
theme
thesis
time
transition
Friday, April 1, 2011
Assignments for April 4-April 15
Monday, April 4 (Day 6): In Advanced Composition Skills, complete Lesson 17 (pp. 117-122). For the Focus on Writing exercise (pp. 120 and 122), just write an outline; do not write an essay unless you really want to.
Tuesday, April 5 (Day 1), and Wednesday, April 6 (Day 2): In Advanced Composition Skills, read Jonathan Swift's "A Modest Proposal" (pp. 146-151), write the outline for an essay in response to the following prompt: Explain the rhetorical strategies Swift employs to achieve the satirical effect of this essay.
Thursday, April 7 (Day 3), and Friday, April 8 (Day 4): In Advanced Composition Skills, complete Lesson 15 (pp. 102-106). Give yourself forty minutes to handwrite an essay in response to the Focus on Writing on p. 104. Also, be sure to read Whitman's profile of Lincoln on p. 105. In class, you will begin developing a response to the Focus on Writing on p. 106. Also, bring in any writing assignment for another class. We will give some time to work on writing for other subjects.
Monday, April 11 (Day 5), and Tuesday, April 12 (Day 6): In Advanced Composition Skills, complete the Focus on Writing on p. 106. This should be typed, double-spaced, and at least 2-3 pages in length. In class, we will review the previous multiple-choice practice exam in preparation for the one you will complete on Wednesday and Thursday.
Wednesday, April 13 (Day 1), and Thursday, April 14 (Day 2): In Advanced Composition Skills, complete pp. 79-85, as well as the additional multiple choice questions about this passage that were distributed in class. In class, you will complete a practice AP multiple-choice exam.
Friday, April 15 (Day 3), and Tuesday, April 26 (Day 4): Partager!
Tuesday, April 5 (Day 1), and Wednesday, April 6 (Day 2): In Advanced Composition Skills, read Jonathan Swift's "A Modest Proposal" (pp. 146-151), write the outline for an essay in response to the following prompt: Explain the rhetorical strategies Swift employs to achieve the satirical effect of this essay.
Thursday, April 7 (Day 3), and Friday, April 8 (Day 4): In Advanced Composition Skills, complete Lesson 15 (pp. 102-106). Give yourself forty minutes to handwrite an essay in response to the Focus on Writing on p. 104. Also, be sure to read Whitman's profile of Lincoln on p. 105. In class, you will begin developing a response to the Focus on Writing on p. 106. Also, bring in any writing assignment for another class. We will give some time to work on writing for other subjects.
Monday, April 11 (Day 5), and Tuesday, April 12 (Day 6): In Advanced Composition Skills, complete the Focus on Writing on p. 106. This should be typed, double-spaced, and at least 2-3 pages in length. In class, we will review the previous multiple-choice practice exam in preparation for the one you will complete on Wednesday and Thursday.
Wednesday, April 13 (Day 1), and Thursday, April 14 (Day 2): In Advanced Composition Skills, complete pp. 79-85, as well as the additional multiple choice questions about this passage that were distributed in class. In class, you will complete a practice AP multiple-choice exam.
Friday, April 15 (Day 3), and Tuesday, April 26 (Day 4): Partager!
Friday, March 25, 2011
Assignments for March 28 to April 4.
Monday, March 28 (Day 1), and Tuesday, March 29 (Day 2): Write one sentence at least twenty words in length for three of the following categories: an historical event, a political development, a social fad or trend, a sporting performance, an artistic creation or performance, a natural phenomenon, or a personal habit. Keep in mind, as we discussed in class, that your sentence can aim to inform, persuade, criticize, evaluate, describe, narrate, analyze, or summarize, among other functions. Bring your copy of Status Anxiety to class as we prepare for the in-class essays on Wednesday and Thursday.
Wednesday, March 30 (Day 3), and Thursday, March 31 (Day 4): Score the AP sample essays distributed in class. Focus only on the strengths of each essay, and follow the scoring guidelines to give each a score out of 9. In class, you will write two essays in response to Status Anxiety; one essay will require a rhetorical analysis, the other an argument.
Friday, April 1 (Day 5), and Monday, April 4 (Day 6): In Advanced Composition Skills, complete Lesson 17 (pp. 117-122). For the Focus on Writing exercises (p. 120 and p. 122), just write an outline; do not write an essay unless you really want to.
Wednesday, March 30 (Day 3), and Thursday, March 31 (Day 4): Score the AP sample essays distributed in class. Focus only on the strengths of each essay, and follow the scoring guidelines to give each a score out of 9. In class, you will write two essays in response to Status Anxiety; one essay will require a rhetorical analysis, the other an argument.
Friday, April 1 (Day 5), and Monday, April 4 (Day 6): In Advanced Composition Skills, complete Lesson 17 (pp. 117-122). For the Focus on Writing exercises (p. 120 and p. 122), just write an outline; do not write an essay unless you really want to.
Monday, March 21, 2011
Assignments for March 22-March 25
Tuesday, March 22 (Day 3): Read and annotate pp. 175-213 of de Botton's Status Anxiety.
Wednesday, March 23 (Day 4): Read and annotate pp. 192-213 of de Botton's Status Anxiety. Write a sentence about something that (following Steve Jobs) makes your heart sing.
Thursday, March 24 (Day 5), and Friday, March 25 (Day 6): Read and annotate pp. 217-293 of de Botton's Status Anxiety (it's not as much as it seems; this section is heavily illustrated). Write a sentence that captures your reaction to this book. As we discussed in class, it might help to envision a particular context and audience for this sentence.
Wednesday, March 23 (Day 4): Read and annotate pp. 192-213 of de Botton's Status Anxiety. Write a sentence about something that (following Steve Jobs) makes your heart sing.
Thursday, March 24 (Day 5), and Friday, March 25 (Day 6): Read and annotate pp. 217-293 of de Botton's Status Anxiety (it's not as much as it seems; this section is heavily illustrated). Write a sentence that captures your reaction to this book. As we discussed in class, it might help to envision a particular context and audience for this sentence.
Tuesday, March 8, 2011
Snow Day Adjustment and a Short Blog Post on Status Anxiety and College
This applies to the even-day class only: We will go ahead with the multiple-choice practice AP exam on the morning of Wednesday, March 9. You will write the Huck Finn synthesis essay in class next Tuesday, March 15, when you return from the long weekend. You should stick to the schedule posted below for reading Alain de Botton's Status Anxiety.
The schedule for the odd-day class remains unchanged.
David Brooks has begun a new blog on human nature and one of his first posts is on college and status anxiety. Click here to read it; the post is short and worth your time.
The schedule for the odd-day class remains unchanged.
David Brooks has begun a new blog on human nature and one of his first posts is on college and status anxiety. Click here to read it; the post is short and worth your time.
Friday, March 4, 2011
Upcoming Assignments
Even-Day Classes:
Monday, March 7 (Day 6): Read and annotate up to p. 21 of Alain de Botton's Status Anxiety including the definitions that appear right after the table of contents. In class, you will write a synthesis essay on Mark Twain's Adventures of Huckleberry Finn.
Wednesday, March 9 (Day 2): Read and annotate pp. 23-44 of Alain de Botton's Status Anxiety. In class, you will have sixty minutes to complete the multiple choice section of one AP Lang practice exam.
Tuesday, March 15 (Day 4): Read and annotate pp. 47-102 of de Botton's Status Anxiety. In class, we will review the synthesis essay and the multiple choice questions.
Thursday, March 17 (Day 6): Read and annotate pp. 107-145 of de Botton's Status Anxiety.
Monday, March 21 (Day 2): Read and annotate pp. 145-192 of de Botton's Status Anxiety.
Odd-Day Classes:
Tuesday, March 8 (Day 1): Read and annotate up to p. 44 of Alain de Botton's Status Anxiety, including the definitions that appear right after the table of contents. In class, you will have sixty minutes to complete the multiple choice section of one AP Lang practice exam.
Thursday, March 10 (Day 3): Read and annotate pp. 47-71 of de Botton's Status Anxiety. In class, we will review the synthesis essay and the multiple choice questions, in addition to discussing Status Anxiety.
Wednesday, March 16 (Day 5): Read and annotate pp. 73-145 of de Botton's Status Anxiety.
Friday, March 18 (Day 1): Read and annotate pp. 147-172 of de Botton's Status Anxiety.
Tuesday. March 22 (Day 3): Read and annotate pp. 175-213 of de Botton's Status Anxiety.
Monday, March 7 (Day 6): Read and annotate up to p. 21 of Alain de Botton's Status Anxiety including the definitions that appear right after the table of contents. In class, you will write a synthesis essay on Mark Twain's Adventures of Huckleberry Finn.
Wednesday, March 9 (Day 2): Read and annotate pp. 23-44 of Alain de Botton's Status Anxiety. In class, you will have sixty minutes to complete the multiple choice section of one AP Lang practice exam.
Tuesday, March 15 (Day 4): Read and annotate pp. 47-102 of de Botton's Status Anxiety. In class, we will review the synthesis essay and the multiple choice questions.
Thursday, March 17 (Day 6): Read and annotate pp. 107-145 of de Botton's Status Anxiety.
Monday, March 21 (Day 2): Read and annotate pp. 145-192 of de Botton's Status Anxiety.
Odd-Day Classes:
Tuesday, March 8 (Day 1): Read and annotate up to p. 44 of Alain de Botton's Status Anxiety, including the definitions that appear right after the table of contents. In class, you will have sixty minutes to complete the multiple choice section of one AP Lang practice exam.
Thursday, March 10 (Day 3): Read and annotate pp. 47-71 of de Botton's Status Anxiety. In class, we will review the synthesis essay and the multiple choice questions, in addition to discussing Status Anxiety.
Wednesday, March 16 (Day 5): Read and annotate pp. 73-145 of de Botton's Status Anxiety.
Friday, March 18 (Day 1): Read and annotate pp. 147-172 of de Botton's Status Anxiety.
Tuesday. March 22 (Day 3): Read and annotate pp. 175-213 of de Botton's Status Anxiety.
Saturday, February 5, 2011
Huckleberry Finn Delay
I'm not sure if I mentioned this in both classes: the Huckleberry Finn reading that was due Monday and Tuesday is delayed to Wednesday and Thursday. I would rather move forward with the writing workshops. So, for Monday and Tuesday, bring three revised pages of your essay. Those of you who are sharing your work should bring enough copies for me and your classmates (16 in the odd-day class; 13 in the even-day class).
On Wednesday and Thursday, we'll spend about thirty minutes checking in on your progress with Huckleberry Finn (you will have some questions to answer and to think about for the next check-in), and we'll spend the remainder of class workshopping two student essays and reviewing additional writing strategies.
On Wednesday and Thursday, we'll spend about thirty minutes checking in on your progress with Huckleberry Finn (you will have some questions to answer and to think about for the next check-in), and we'll spend the remainder of class workshopping two student essays and reviewing additional writing strategies.
Wednesday, February 2, 2011
Snow Day Revisions
For Thursday, Feb. 3 (Day 1), bring your revised essay. As we discussed in class, focus on the nouns and the sentences. Read the handout distributed in class.
For Friday, Feb. 4 (Day 2), bring 1-2 pages of the essay on the topic of your choice, as was scheduled for Wednesday.
For Friday, Feb. 4 (Day 2), bring 1-2 pages of the essay on the topic of your choice, as was scheduled for Wednesday.
Monday, January 31, 2011
Assignment for Tuesday, Feb. 1 (Day 5), and Wednesday, Feb. 2 (Day 6)
Bring two pages of your essay on the topic of your choice. It will be helpful to bring at least two copies of your writing.
Wednesday, January 26, 2011
Assignment for Friday, Jan. 28 (Day 3), and Monday, Jan. 29 (Day 4), and Huck Finn Check-In Dates
Read and annotate Mark Twain, Adventures of Huckleberry Finn, from the "Notice" (which appears two pages before the start of Ch. 1) to p. 28. Also, decide on the topic for the essay you will write about anything you wish. (If you didn't finish the in-class readings, you will need to finish them sometime soon.)
As I've mentioned, you will be reading Huckleberry Finn mostly on your own. We will discuss the novel during the classes listed below. On those days, you will have questions to answer about the book, and you must bring your book because I will check your annotations. The first day in a pair is always a Day 3, the second a Day 4.
As I've mentioned, you will be reading Huckleberry Finn mostly on your own. We will discuss the novel during the classes listed below. On those days, you will have questions to answer about the book, and you must bring your book because I will check your annotations. The first day in a pair is always a Day 3, the second a Day 4.
- February 7 & 8: Up to p. 141.
- February 15 & 16: Up to p. 260.
- March 2 & 3: Up to p. 362.
Monday, January 24, 2011
Assignment for Wednesday, Jan. 26 (Day 1) and Thursday, Jan. 27 (Day 2)
Read Mark Twain's "The Late Benjamin Franklin" and write one typed page that explains the rhetoric of its humor. It runs from pages 211-215 of The Writings of Mark Twain, Vol. 19, which is linked below. After following the link, click on "preview this book," then enter "211" in the box to the right of "Contents."
The Writings of Mark Twain, Vol. 19
The Writings of Mark Twain, Vol. 19
Wednesday, January 19, 2011
Assignment for Thursday, Jan. 20, and Friday, Jan. 21
Write 1-2 pages of your funny story. Try to incorporate the rhetorical elements of humor that we discussed in class (e.g., the conceit and unexpected contrasting elements), but do not get hung up on making it funny the first time around; in class, we will work on making it funny.
Sunday, January 16, 2011
Readings for Tuesday, Jan. 18, and Wednesday, Jan. 19, and Some Other Stuff You Might Find Amusing
Read the following essays from McSweeney's Internet Tendency, and once again identify three or four elements in each that contribute to the humor.
Marissa Medansky, Oompa Loompa Revolutionaries
Seth Reiss, "Eyewitness News with Tom Denardo and Cheryl Clayburn"
On Tuesday and Wednesday, we will also discuss the previously assigned humor pieces, so you may wish to review those.
Here are two other pieces you may find amusing: Fran Lebowitz's "Introduction by the Author," a short list that rephrases clichés in amusing and thoughtful ways, and this clip of standup by Hannibal Buress, a 30 Rock writer whose routine here reminds me of Bill Cosby:
Marissa Medansky, Oompa Loompa Revolutionaries
Seth Reiss, "Eyewitness News with Tom Denardo and Cheryl Clayburn"
On Tuesday and Wednesday, we will also discuss the previously assigned humor pieces, so you may wish to review those.
Here are two other pieces you may find amusing: Fran Lebowitz's "Introduction by the Author," a short list that rephrases clichés in amusing and thoughtful ways, and this clip of standup by Hannibal Buress, a 30 Rock writer whose routine here reminds me of Bill Cosby:
Tuesday, January 11, 2011
Homework for Thursday, Jan. 13 (Day 5), and Friday, Jan. 14 (Day 6)
No additional reading. We will discuss the comic pieces that were assigned for Tuesday and Wednesday but that we didn't get to in class. Also, give some thought to pieces you would like to write but have never had a chance to. This could be a nonfiction piece on any topic, of any length, in any nonfiction genre. We won't start writing it until February, but I'd like you to start thinking about what that might be now.
Monday, January 10, 2011
Political Rhetoric and Recent Events
Here are some articles that address the relationship between violent political rhetoric and violent actions:
"Tucson Rampage Casts Light on Toxic Political Tone"
"Bloodshed in Arizona Casts New Light on Vitriol in Politics"
"In the Shock of the Moment, the Political Bickering Stops...Until It Doesn't"
New York Times Room for Debate: Assassins and American History
"Beck Channels Palin on Tucson Shooting"
"In Defense of Inflamed Rhetoric"
"Sometimes a Tragedy Is Just a Tragedy"
"Tucson Rampage Casts Light on Toxic Political Tone"
"Bloodshed in Arizona Casts New Light on Vitriol in Politics"
"In the Shock of the Moment, the Political Bickering Stops...Until It Doesn't"
New York Times Room for Debate: Assassins and American History
"Beck Channels Palin on Tucson Shooting"
"In Defense of Inflamed Rhetoric"
"Sometimes a Tragedy Is Just a Tragedy"
Friday, January 7, 2011
Homework for Tuesday, Jan. 11 (Day 3), and Wednesday, Jan. 12 (Day 4), and In-Class Essay Information
Read the first two essays linked below, and either the Dave Barry essay or the David Sedaris essay. For each essay, use the list of varieties of humor covered in class to identify and classify three or four of the qualities that make the piece funny. The pieces are arranged in order of declining political relevance. The first is quite political, the second tangentially so, and the third pieces, not at all. Enjoy the reading!
George Saunders, "My Gal"
The Onion, "Aliens Demand More Positive Portrayal in the Media"
Dave Barry, "Taking the Zip out of Zippy" or Dave Sedaris, "Big Boy"
In addition, you will write a rhetorical analysis of your independent reading book. You will have to relate your author's rhetorical strategies to his or her purpose. Be mindful of the broad rhetorical categories as they relate to your book (ethos, logos, pathos, SOAPSTone, DIDLS). You may use your book while writing the essay, but you should not have to rely on it. If you plan on using your book, you should have two or three parts identified for handy use while writing the essay.
George Saunders, "My Gal"
The Onion, "Aliens Demand More Positive Portrayal in the Media"
Dave Barry, "Taking the Zip out of Zippy" or Dave Sedaris, "Big Boy"
In addition, you will write a rhetorical analysis of your independent reading book. You will have to relate your author's rhetorical strategies to his or her purpose. Be mindful of the broad rhetorical categories as they relate to your book (ethos, logos, pathos, SOAPSTone, DIDLS). You may use your book while writing the essay, but you should not have to rely on it. If you plan on using your book, you should have two or three parts identified for handy use while writing the essay.
Thursday, January 6, 2011
Homework for Friday, Jan. 7 (Day 1), and Monday, Jan. 10 (Day 2)
For Friday, read the essays handed out in class. You do not have to write anything with these readings; instead, focus on understanding the authors' explanations and critiques of power and propaganda in American politics.
For Monday, read the essays handed out in class. You do not have to write anything with these readings; instead, focus on understanding the authors' explanations and critiques of power and propaganda in American politics. In addition, view this clip of the political ad analyzed in Drew Weston's "The New Frontier" (in your handout) and the following Daily Show clips. Be prepared to discuss the effectiveness of the ad, and to explain what Jon Stewart does to be funny. (Total viewing time is about twenty minutes.)
The Ever-Spending Story
Mission Accomplished
Indecision 2000
For Monday, read the essays handed out in class. You do not have to write anything with these readings; instead, focus on understanding the authors' explanations and critiques of power and propaganda in American politics. In addition, view this clip of the political ad analyzed in Drew Weston's "The New Frontier" (in your handout) and the following Daily Show clips. Be prepared to discuss the effectiveness of the ad, and to explain what Jon Stewart does to be funny. (Total viewing time is about twenty minutes.)
The Ever-Spending Story
Mission Accomplished
Indecision 2000
Monday, January 3, 2011
Homework for Wednesday, Jan. 5 (Day 5), and Thursday, Jan. 6 (Day 6)
Complete Lesson 8 in Advanced Composition Skills (pp. 45-58). Spend about twenty minutes responding to the writing prompt on either p. 55 or p. 58. I would prefer that you type this assignment, but you may hand write it neatly.
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