HW DUE MON. 1/7

1st block/12II:

DUE MON. 1/7:

1) Bring your class **MATERIALS (see items we underlined @bottom of syllabus passed out in class on the first day!) and your BINDER w/5-6 dividers so we can arrange/tab the sections for the semester; EASY MATERIALS GRADE!!!
**bring in early--Fri. 1/4--for extra credit points!
  
2) COMPLETE a 300 to 400+-word ROUGH DRAFT (fully complete, typed or written/try following MLA style for practice) version of PERSONAL REFLECTIVE ESSAY #1 outlined in class today (and below); COPY DOWN ON BACK OF CHECKLIST PASSED OUT IN CLASS TODAY:

How have you changed since 9th grade?  Consider academic habits, personal goals, relationships, traits you value in friends, family life, how you spend your free time, important lessons you've learned since then.  

**WRITING GUIDELINES:
--include ONE favorite quote, song lyric, bible verse, aphorism/saying, cliche, etc. in your essay and we will formally cite this reference MLA-style if necessary
--use the two personal essay models given to you in class as a 'guide' for your writing
--1st-person singular (or plural); be honest and open, yet keep your tone/voice semi-formal
--use multi-paragraphs to help your writing flow/stay organized
--keep PASSIVE VOICE to a minimum ('70-30 rule')

**THIS DRAFT IS FOR A GRADE, SO DO YOUR BEST, PLEASE!     

2nd/4th block/12III AP:

DUE MON. 1/7:

1) Bring your class **MATERIALS (see items we underlined @bottom of syllabus passed out in class on the first day!) and your BINDER w/5-6 dividers so we can arrange/tab the sections for the semester; EASY MATERIALS GRADE!!!
**bring in early--Fri. 1/4--for extra credit points!

2) Read the short story, "The First Day" and annotate/mark/highlight specific references within the story that apply the rhetorical elements of ETHOS, PATHOS, or LOGOS
**here's a link to the text online as well, so EVERYONE should have access to the text:

http://www.englishforums.com/English/TheFirstDayByEdwardPJones/vvbng/post.htm

--Look for specific language, repetition, dialogue, tone, etc. and be prepared to SHARE WITH THE CLASS your findings as well as your comments about the story's thematic significance and HOW the author creates meaning for READERS through rhetorical elements within the text

***ALL NEXT WEEK: Bring The Things They Carried as well as your three drafts from your summer assignment, as we will be working with them all next week, taking more notes/writing reminders, and peer revising before you turn in a FINAL extended paragraph to be graded TBA!   

*********
AP LANG. RHETORICAL ANALYSIS Ext. Paras. QUICK REFERENCE LIST:
**for next week and as you REVISE your TTTC draft to turn in**  

**REMEMBER FIRST ALWAYS: IDENTIFY THE AUDIENCE AND PURPOSE OF YOUR ASSIGNMENT!**
 

__MLA heading and last name in right-hand corner

__TITLE: TTTC “Name of Chapter”

__ONE extended paragraph; 8-12 sentences

__Keep PV to minimal use ('70-30' rule)

__Have a 2-3 sentence intro to ‘hook’ readers, THEN introduce the ONE rhetorical element (**or two/see me for details**) you are going to explore/explain—BE EXPLICIT and actually “SAY IT”:  “Through O’Brien’s logical appeal to the audience, he….” and “…his tone appeals to the audience’s sense of emotions through…”

__Use AT LEAST one example/BLENDED “quote” from the text to show your findings and HOW this works; i.e., “O’Brien’s use of negative diction and word choice…” (#).

__*MLA-style format for quotes w/titles and commas: For example, in “Spin,”...

__USE THIRD PERSON OBJECTIVE or--and see me w/this--you can SOMETIMES get away with 1^st person PLURAL (‘we’) 

__KEEP THE TENSE RE: LITERATURE PRESENT: “Kiowa’s experiences transform him…." (not ‘TRANSFORM‘ED’…”)

__CONCLUDE your ext. para. w/a referral back to the rhetorical element(s) you have explained; DO NOT FALL INTO THE ‘ABYSS of INCOHERENCE’ as you end your analysis!