HW DUE TUES. 2/12

12II 1st:

HW DUE TUES. 2/12:

1) LOOK UP and WRITE DOWN the DEFINITION and an EXAMPLE of the literary/poetic term you were assigned in class today for our readings in Beowulf and Grendel; the term assignments are as follows:

-tragic flaw (Irma)
-archetype (Rheanna)
-hyperbole (Faith)
-alliteration (Kelly)
-personification (Chelsi)
-en medias res (Lindsay)
-kenning (Courtney)
-extended metaphor (Seth)
-metonymy (Christina)
-epistrophe (Rhett)
-Old English (Nicky)
-figurative language (Jonah)
-direct characterization (Cheyenne)
-indirect characterization (Eli)
-epic poem (Craig)
-legend (Emily B.)
-parody (Taylor)
-anti-hero (Amber)
-metafiction (Nick)  
-*hubris (Cienna) 
-*riddle (Emily T.)
                
--BE READY before class starts, please!
--you can use your literature book (back glossary), the WFC handbook under your desk (list of poetic/literary terms), OR a VALID internet source; just BE PREPARED and HAVE YOUR INFORMATION WRITTEN DOWN to present to the class Tuesday!  

2) Using the SAMPLE/MODEL "Anglo-Saxon History Summary" extended paragraph given to you in class today (WRITING SECTION OF BINDER), COMPOSE A COMPLETE ROUGH DRAFT of your OWN "Anglo-Saxon History Summary" extended paragraph
**YOUR ESSAY IS A SUMMARY OF THE HISTORICAL NOTES WE TOOK/HIGHLIGHTED WEDNESDAY IN CLASS REGARDING THE ANGLO-SAXON ERA**

REQUIREMENTS: 
--ONE EXTENDED paragraph (8-12 sentences) 
--MUST have at least ONE BLENDED"citation/quote" from the BBC "Ancient History: Anglo-Saxons" source notes page (#).
--MUST have at least ONE BLENDED "quote" from the literature book "From Legend to History" notes (pp. 4-6) taken in class (#).
--try to use NO MORE THAN FIVE PASSIVE VOICE (PV) verbs
--include at least FOUR transitions (since, however, likewise, also, overall, yet, etc.) to help your summary flow
--stick to MLA STYLE basics: double-spaced, header/heading, cites at "end of line" correctly (#).
--your TITLE is the same as the SAMPLE ESSAY you were given/use it!
--include a **Works Cited at the end of your ext. para. (**included on the SAMPLE ESSAY/SAME sources!)
--**TIP: BE CONSISTENT with wording; for example: 'Anglo-Saxons' or “Anglo Saxons”


12III 2nd/4th:

HW DUE TUES. 2/12:

Using the The Things They Carried (TTTC) AP rhetorical analysis essay prompt and sample student response from class today, TAKE THE NEXT FIVE DAYS TO CAREFULLY AND PURPOSEFULLY COMPOSE YOUR OWN RESPONSE TO THE SAME TTTC PROMPT/QUESTION

**FIRST: Consider EXACTLY WHAT THE PROMPT IS ASKING YOU TO SHOW, and look for ways O'Brien addresses this within his text

--look for language elements/devices (tone, allusion, repetition, syntax, diction, imagery, understatement, circumlocution, logical fallacies) O'Brien incorporates into the TEXT EXCERPT you have been given, and explain HOW those elements rhetorically appeal (ethos, pathos, logos--TRY TO STICK TO ONE) to an audience 

*Use the scoring rubric given to you with this assignment, as well as the SAMPLE STUDENT RESPONSE ESSAY, along with all the comments/discussion we had regarding the score this essay received AND WHY 
**also use the SONTAG AP rhetorical analysis prompt/response, along with all the comments/discussion we had regarding the score this essay received AND WHY  

ON TUES. 2/12, YOU WILL BRING YOUR RESPONSE ESSAY 'COMPLETED DRAFT' AND YOU WILL BE GIVEN 40 MINUTES TO REWRITE YOUR ESSAY AND TURN THIS IN AS A 'FINAL' DRAFT; YOUR SCORE ON THIS ASSIGNMENT WILL BE BASED ON THE AP EXAM ESSAY 1-9 SCORING SCALE.
**KEEP ALL THIS TOGETHER IN THE 'AP TEST PRACTICE' SECTION OF YOUR BINDER*