**ATTENTION 1st/2nd AP/1102: LONG WKEND IMPORTANT CATCH-UP HW DUE COMPLETED BEFORE CLASS TUES. 1/21**

 1st/2nd AP LANG/ENG 1102

HW DUE TUES. 1/21:  

1) Over this LONG WEEKEND, (hard copy given to the FEW of you in class FRI. 1/17), READ/RE-read the excerpt/"Prologue" from Victor Herman's autobiographical memoir Coming Out of the Ice (JOURNAL #13) that is ATTACHED ON THE CLASSROOM AS A PDF.  

2) As you READ/re-read, for class TUES. 1/21, be ready IMMEDIATELY IN CLASS to LOCATE and ANNOTATE (on the actual paper/post-its, etc.--y'all know what to do) ONLY TERMS AND LANGUAGE DEVICES THAT USE LOGOS (logical) APPEAL; you will be given TIME IN CLASS TO DO THIS (TIMED), but if you haven't read this "Prologue" ahead of time and watched my video w/instructions...well, you're screwed.  

• in other words, when you annotate, think what strategies does the author/narrator [Herman] use to reveal logical structure/order/etc. to his readers in his memoir's "Prologue"?  

**SOME TERMS/DEVICES TO CONSIDER as you annotate:  

• examples of "____ DICTION" (*be specific here!!)
• SYNTAX (sentence order)/STRUCTURE; short, choppy, juxtaposition, etc.
• PUNCTUATION CHOICES (*VERY NOTICEABLE IN THIS EXCERPT!!! italics, ... --)
• **PARALLEL STRUCTURE/juxtaposition of IDEAS/WORDS
• **SPECIFIC repetition types (end of sentence/beginning/phrases/etc.)
• POINT OF VIEW (POV)/TENSE of narrative
• metaphorical/simile comparisons that would *MAKE LOGICAL SENSE* to readers   

3) BUT WAIT; there's MORE! To broaden your understanding of the background behind Herman's harrowing experience in the USSR (**AND** to be ready for your IN-CLASS J#13 WRITTEN RESPONSE TO THIS MEMOIR PROLOGUE next week after we complete ANNOTATIONS TOGETHER), read the info on the following three QUICK links (*these three are also linked on the Classroom*):

--Henry Ford and Ford Motor Co.'s Ties to USSR/Socialism 

--Victor Herman's Record-Setting Parachute Jump

--The Gulags: Stalin's Forced Labor Camps 

****ALL IN ALL, HERE'S THE BREAKDOWN to be ready for TUES. 1/21:

• WATCH MY LOOM VIDEO w/instructions and critical info to do well on this both HW and IN-CLASS J#13 assignment!
• READ Herman's Coming Out of the Ice memoir "Prologue" attached on the Classroom as a pdf (*kids that were here Friday, you have a copy and you can go ahead & annotate if you want for extra credit; those of you out will get a hard copy 1/21)
• READ MY INSTRUCTIONS ABOVE, esp. #2 and #3, so you'll be 100% READY TUES. 1/21 for QUESTIONS/DISCUSSION about what you read & ANNOTATIONS IN CLASS (*half of J#13 grade), and by WED. 1/22 an in-class J#13 WRITTEN RESPONSE (*half of J#13 grade)

WORRIED ABOUT YOUR GRADE RIGHT NOW? THEN ABSOLUTELY PUT YOUR BEST INTO THIS MULTI-DAY J#13 ASSIGNMENT, PLEASE. :o)

**ATTENTION 1st/2nd AP/1102: HW DUE COMPLETED BEFORE CLASSTIME MON. 1/13**

1st/2nd AP LANG/ENG 1102

HW DUE MON. 1/13:

1) Given to you in class WED. 1/8 or THURS. 1/9 (**JOURNALS SECTION of binder**), take the next three nights/the wkend 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 MON. 1/13 and TUES. 1/14, for JOURNAL #12, 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 #12 RESPONSE WILL BE YOUR FIRST INDICATION TO ME OF HOW SERIOUS YOU ARE ABOUT THIS CLASS/THIS SEMESTER, SO DO AS YOU WILL! :) 
• THESE RESPONSES WILL ALSO BE A GRADED DISCUSSION BOTH 1/13 and 1/14, and I'll be taking up the assignment, SO COME PREPARED!!

**ATTENTION 4th HONORS AMLIT: HW J#2 DUE COMPLETED/BEFORE CLASSTIME MON. 1/13**

4th Honors American Lit./Comp.

HW DUE MON. 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*****

• 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 MONDAY TO EARN **VALUABLE CCR GRADE DISCUSSION POINTS