**ATTENTION 1st/2nd AP/1102: *POTENTIAL ICE/WEATHER SCHOOL CLOSURE ASSIGNMENT for the WEEK OF 1/26* TO COMPLETE/DUE WHEN WE RETURN TO SCHOOL

1st/2nd AP LANG/ENG 1102

**IN THE CASE OF WEATHER/NO SCHOOL, AT-HOME ASSIGNMENT-HW DUE WHEN WE RETURN:

1) Given to you in class WED. 1/21 (**JOURNALS SECTION of binder**), take the TIME ****IF*** WE ARE OUT/NO SCHOOL b/c OF ICE/WEATHER any time the week of 1/26-1/30 to read Arthur C. Brooks' New York Times (3/2/19) [still!] timely op-ed "OUR CULTURE OF CONTEMPT"

*NOTE: thanks to STUPID PAYWALLS (thanks, NYTimes), I can't link the article here, BUT!!! remember I have linked a PDF copy on the Classroom post!

2) After reading the article, IN PREPARATION FOR A ROBUST AND ENGAGING SMALL and LARGE-GROUP DISCUSSION IN CLASS, for JOURNAL #14, answer the following TEN (1o) multi-part ARGUMENT ANALYSIS QUESTIONS BELOW (*on paper, post-its, OR TYPED UP/PRINTED) 

• 1) Brooks begins his article with a personal anecdote(s)/example(s). 
• What rhetorical effect do these personal examples in the first two paragraphs have on readers? **Be specific (___tone, POV, appeals, etc.).

• 2) In your OWN WORDS, describe "MOTIVE ATTRIBUTION ASYMMETRY." 
• To illustrate the effect of this phenomena/cognitive bias, Brooks compares the American political climate to the animosity between the Palestinians and Israelis. Describe the rhetorical effect of this analogy.

• 3) What paragraph incorporates Brooks' definition of CONTEMPT? 
• What other specific evidence does he use here to back up/support his definition?

• 4) PARAGRAPH #5 ["People often say..."] introduces Brooks' MAIN ARGUMENT/CLAIM about American society/ideology today. In ONE SENTENCE, summarize Brooks' central argument presented in PARA. #5.

• 5) List two factors Brooks says are contributing to the overall divisiveness and contempt in all facets of American society.

• 6) PARAGRAPH #8 ["While we are..."] introduces a PARADOX regarding America's relationship with contempt. 
• Explain that paradox in your OWN WORDS and the effect of the PATHOS APPEAL Brooks incorporates here to strengthen his reasoning. 

• 7) Give one example of effective facts, statistics, research, etc. Brooks cites in order to strengthen his LOGOS/ETHOS appeal.

• 8) The LAST HALF of the op-ed ["What can each of us do..."] is written in a more problem-solution context.
• Explain how this shift in format effects the article's TONE and OVERALL APPEAL to readers.

• 9) Do you agree with Brooks' counterclaim in PARAGRAPH #10 that we do not need to disagree less; rather, we need to "disagree better." Explain your reasoning.

• 10) Finally, the LAST HALF of the op-ed contains countless/effective 'one-liners' and thinking/talking points that provoke critical thinking and discussion.
• Choose ONE SPECIFIC "one-liner" or particularly effective statement that made the biggest impression upon you while reading this article. Be ready to share your choice in class discussion and present your reasons why you feel this statement was especially effective.

**ALSO NOTE/REMINDER: 

• YOUR ANSWERS, EFFORT, AND DISCUSSION FOR THIS OP-ED and JOURNAL #14 RESPONSE WILL BE YOUR FIRST INDICATION TO ME OF HOW SERIOUS YOU ARE ABOUT THIS CLASS/THIS 1102 SEMESTER, SO DO AS YOU WILL! :) 
• THESE RESPONSES WILL ALSO BE A GRADED DISCUSSION AS SOON AS WE RETURN AFTER THE WEATHER CLOSURES, and I'll be taking up the assignment, SO COME PREPARED!!

ATTENTION 1st/2nd AP/1102: LONG WKEND HW JOURNAL #12 PART 1 DUE COMPLETED BY CLASSTIME *TUES. 1/20***

1st/2nd AP LANG/ENG 1102

ATTENTION ALL; HW DUE COMPLETED BY CLASSTIME TUES. 1/20:

1) Over your long weekend (*MLK DAY/NO SCHOOL MON. 1/19), FIRST make sure you throroughly read/study/understand the FOUR (4) quotes from [General and then President] Dwight D. Eisenhower on the sheet given to you in class FRI. 1/16 (JOURNALS section of binder/quotes copied below/AND!!! sheet linked on the Classroom): 


2) NEXT, CHOOSE TWO (2) of those quotes and for JOURNAL #12 PART 1, please RESPOND TO THE TWO (2) YOU CHOOSE

3) Like your Sontag quote J#6 response LAST SEMESTER, I'm giving you *space* to respond here in your own voice. **However, I know some of you like more specific directions, so to get you thinking between now and then, I SUGGEST YOU LOOK AT SOME OF THE FOLLOWING HELPFUL WRITING SUGGESTIONS:

• Choose TWO (2) of the FOUR (4) quotes on the sheet given to you in class today from [General and] President Dwight D. Eisenhower (and copied below) and discuss your "take" on each
• compare the two quotes and their 'take' on war 
• research the DATE/CONTEXT of each quote and Eisenhower's varying perspectives of war (i.e., Was he US Presient yet? Was this immediately following WWII? etc.)
• DEFEND/CHALLENGE/QUALIFY each one, etc.  

***************

FOUR QUOTES FROM DWIGHT D. EISENHOWER:

"When people speak to you about a preventive war, you tell them to go and fight it. After my experience, I have come to hate war." (*1953 press conference)

"I hate war as only a soldier who has lived it can, only as one who has seen its brutality, its stupidity. War settles nothing." (*1946 speech)

"Here in America we are descended in blood and in spirit from revolutionists and rebels - men and women who dare to dissent from accepted doctrine. As their heirs, may we never confuse honest dissent with disloyal subversion." (*1954 speech)

"If all that Americans want is security, they can go to prison. They’ll have enough to eat, a bed and a roof over their heads. But if an American wants to preserve his dignity and his equality as a human being, he must not bow his neck to any dictatorial government." (*1949 speech)

****************

SO, TO RECAP YOUR TASK FOR THIS LONG WEEKEND/PRIOR TO CLASS TUES. 1/20:

• READ/BE FAMILIAR WITH these four Eisenhower quotes for class TUES. 1/20 (**We have more to do Tuesday with these besides your J#12 PART 1 response)
• PAY ATTENTION TO/MAKE NOTE OF the potential ideas for your J#12 PART 1 topic/direction listed above 
• COMPOSE YOUR J#12 PART 1 RESPONSE TO TWO (2) of EISENHOWER'S QUOTES and be ready to show/share IN CLASS TUES. 1/20
• BE AWARE that TUES. 1/20 we'll be introducing some other ARGUMENT WRITING-BASED tasks with these quotes/what you choose to respond to; more info TBA!
• **KNOW that your J#12 PART 1 response WILL BE USED FOR DISCUSSION POINTS, and I MAY BE CALLING ON EVERYONE TO SHARE ONE THING THAT THEY RESPONDED TO!!**

**ATTENTION 4th HAmLit: HW DUE/COMPLETED BY CLASSTIME TOMORROW TUES. 1/13**

4th Honors American Lit./Comp.

HW DUE TUES. 1/13:

1) In the WRITING SECTION of your binder as JOURNAL #2, complete ONE 150-200 word response to ALL THREE (3) QUESTIONS BELOW... 

• NOTE FIRST THING: from our reading/discussion today in class, use Conroy’s comments (YELLOW SHEET/WRITING SECTION of binder) from Lords of Discipline about his ‘GREAT TEACHER THEORY’ as the ‘inspiration’/guide for your own response to these THREE qu's:

• What qualities, in your opinion, make a GREAT TEACHER?

• Think back over the teachers you’ve had through your years in school. Have we [your teachers from any grade/school/etc.] "measured up" in your eyes academically, personally/supportively, and/or in any other way?  

• Finally, choose ONE of the THREE main 'chunks'/sections of CONROY'S EXCERPT (as noted in class) and briefly explain/talk about which of those section appeals to you the most, AND WHY you feel this way/what caught your attention. 

*****AGAIN, IMPORTANT SEMESTER JOURNAL REMINDERS*****

• AGAIN, PLEASE NOTE FOR THE REST OF THE SEMESTER: A HARD COPY ('physical' PRINTED or WRITTEN sheet) is REQUIRED for ALL JOURNALS to be placed in your BINDER WRITING SECTION
• **typed or written; either is fine (**but IF I NEED TO PRINT FOR YOU, please remember timeliness **by WELL BEFORE CLASS/no later than 3rd block, or NO PRINTING FROM ME!!)
• 150-200 words MINIMUM for the response
• answer the qu's with the prompt and/or text in mind
• BE READY TO SHARE YOUR RESPONSES IN CLASS TOMORROW TUES. 1/13 TO EARN **VALUABLE CCR GRADE DISCUSSION POINTS