**ATTENTION 1st/2nd AP/1101: HW/J#1 ASSIGNMENT DUE COMPLETED BY CLASSTIME MON. 8/10**

 1st/2nd AP LANG/ENG 1101

HW DUE MON. 8/10:

Happy end of a hectic and short "Week" #1, my lovely PIEDMONT AP Lang/ENG 1101 students!

Our first week of this "rough start but we're here for it" year is almost behind us, and we're already looking [anxiously!] toward the quickly-approaching end of August. With hopefulness that everything will start settling down soon (as much as they realistically can here at UCHS), I've used the past couple evenings to reflect back on what we've reviewed and rehashed in our relatively short time together. The QUICK introduction to a WHOLE FLIPPIN' YEAR WITH ME; MORE new traffic patterns, CELL PHONE JAIL & UNIFORMS anxiety, already more than a dozen games, practices, thunderstorms, 45437594875 schedule changes (and more to come!), etc., and through it all, remembering the importance of STAYING *CLAM*/PATIENT/CHILL, and being CONSISTENT / PROACTIVE / ADAPTABLE / RESOURCEFUL. :o)

...whew. Seeing it all written down FOR JUST THREE DAYS makes me even more tired. Now that we've made it through some good intro days together, let's backtrack to the beginning of class today. Recall your PIEDMONT DE ENG 1101 syllabus did a sneak preview of with you today; remember its reading/writing theme of "Discovering Identity: Who We Are, How We Become".

And with that prior knowledge and everything that sank in today, here's what I have in mind for you to find the time to complete BEFORE CLASS BEGINS ***NEXT MONDAY 8/10:

Over the course of this year we'll spend a lot of time working and writing together, and it will be my job to help you become--and always improve upon becoming--really effective writers and readers who compose with an authentic style and voice. Letters are a great "way in" to this, but also letters are an important, historical part of communication and rhetoric that I hope we never lose sight of in this age of 'instant' and technology-driven everything. Some of the most powerful pieces of literature and persuasion ever written--some we'll read this year--happen to be letters.

So for your first JOURNAL [#1] WRITING ASSIGNMENT *as a graded daily assessment for BOTH AP Lang and ENG 1101, I want you to consider this "letter of introduction" from me to you, and then WRITE ME A LETTER OF INTRODUCTION ABOUT YOURSELF (the assignment EXIGENCE--i.e., the *larger* audience/purpose/context --MUCH more to come on this, trust me).

Sure, I know some of you pretty well from other interactions, past classes, or school-related functions. But I want you to take this opportunity to give me your 'autobiographical spin.' Or wax poetic if you want. Whatever you choose, just be your authentic self. Introduce yourself to me as you would if this were your first few days of class and we've never met. **Because, truth be told, there's always something else to learn about the people you think you know.**

**NEED SOME IDEAS? SURE THING! CONSIDER:

• favorite memory(ies) from childhood
• move here? where from?
• hobbies/interests that really define a part of you
• where is/what is your "happy place"?
• excited about something going on in your life right now and care to share it? Awesome. I'm listening.
• favorite books/movies and/or quotes/song lyrics?
• **And, of course, the proverbial question that you may answer if you want: one thing you'd like for me to know about you personality-wise, academically, or in any context that will help us understand one another better over the next 16+ weeks

  

...SO, LET'S RECAP: 

• DUE MON. 8/10; you have TODAY/TONIGHT/THIS WEEKEND to work on this, so use your time wisely. 
• 
  
• JOURNAL #1 (*in the WRITING SECTION of your AP/1101 BINDER)--gone over today in class.
• ONE HARD COPY--TYPED/WRITTEN--COMPLETED PERSONAL LETTER OF INTRODUCTION FROM YOU TO ME.
• 
  
• HOW LONG? AS LONG AS IT NEEDS TO BE..!? You're in an AP/COLLEGE CLASS--YOU set the tone for the year, here with this first assignment, so YOU figure it out.
• 
  
• **TYPED OR WRITTEN OUT NEATLY, and YOU WILL SIGN THIS LETTER WITH YOUR OWN UNIQUE SIGNATURE BEFORE TURNING THIS IN TO ME.**
• 
  
• PRINT *BEFORE CLASS, PLEASE or share with me WAYYYYYY AHEAD OF CLASS (#sorrynotsorry: time's of the essence this year--very few minutes to spare!)

And in the meantime, I'm really looking forward to seeing how this theme of DISCOVERING IDENTITY becomes woven together over the semester as we read and write based upon this theme. And, even if English isn't your favorite or best subject, I hope we can use class to talk about things that matter and approach topics and assignments with an open mind. And if you take nothing else from this letter assignment, remember this: I am here to help all of us navigate this semester and upcoming year together. Come to me any time for help--my door is always open.

--Mrs. Krieger 

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

HAPPY SUMMER BREAK! :o)

 

**ATTENTION 4th HAmLit: NIGHTLY STUDY GUIDE POSTED HERE for your WK15 MAJOR 3-PART QUIZ**

4th Honors American Lit./Comp.

**AT HOME TONIGHT, WED. 4/22**

• Be prepared/get prepared for your MAJOR WK15 QUIZ PART I taking place IN CLASS tomorrow, THURS. 4/23 (and PART II FRI. 4/24--go ahead and start studying now, and more about PART III will be announced Friday!!!) 

**WK15 MAJOR QUIZ, FULL PART I [and PART II] STUDY GUIDE BELOW: 

QUIZ PART I, THURS. 4/23:
**we'll mark/flag these sheets/notes/guides with a POST-IT to study each night in your binder

**--MATCHING SECTION FOR THE DIGITAL/MEDIA LITERACY/JOURNALISM TERMS in NOTES SECTION 
--based on the Upfront article "Fake News...," name some practical and responsible steps to help discern between FACTUAL and FAKE or BIASED news/news outlets

**--THEME-RELATED TERMS for F451, "The Pedestrian: dystopia (*vs. utopia), 'cult of personality,' demagogue
--THEMES and background notes for F451
--definition/use of the lit. term PARADOX and ALLUSION in F451  
--definition/use of the lit. term ANTITHESIS in "The Pedestrian"

**--THE COMMAS/SEMICOLONS/COLONS PRE-TEST SHEET: will complete for part of quiz as a POST-TEST
***************************


WK15 MAJOR QUIZ PART II, FRI. 4/24:

FROM THE BLUE MLA SHEET (WRITING SECTION), NOTES we've taken the last 10-12 weeks AND WRITING (x2)/GRAMMAR SECTION (packet of sheets) SKILLS PRACTICE SHEETS we completed THE PAST WEEK:
--MLA STYLE BASICS for formatting formal essays/general guidelines/consistency
--MLA STYLE BASICS RE: contractions, #s under/above 10
--using 'single quotes for YOUR words' vs. "double quotes for CITED TEXT from a source" in MLA-style formal essays

--uses for "[BRACKETS]" and "...ELLIPSES in quoted...text material" 
--within "quotations," the correct use of commas within the quote marks
--MLA style "correct blending/citing quotes" in responses (--).
--9th EDITION MLA proper Works Cited citation of a *BOOK WITH ONE AUTHOR* (*see F451 Lit. Analysis FINAL EXT. PARA.) **QUIZ PART 3**

--name the EIGHT forms of “BE”/PASSIVE VOICE (PV) to avoid in academic writing AND **be prepared to correct/rewrite some sentences containing PV!

--use of 'THIS + NOUN' rule in writing for clarity/being specific

--parallel structure (parallelism) in sentences; identify errors and correct them **QUIZ PART 3**

--keeping TENSE and PERSON consistent in writing

--writing about literature = 3rd person, PRESENT TENSE VERBS ALWAYS!!!!!

--know what METADISCOURSE and 'THE ABYSS OF INCOHERENCE' mistakes are in writing/AVOID THEM BOTH!

--1^st/2^nd/3^rd person voice/point of view (POV) in formal academic writing
--AUDIENCE/PURPOSE/CONTEXT and their IMPORTANCE in all writing
--a text's/author's ARGUMENT in writing also means = THESIS/controlling idea/main idea
--correct uses of a SEMICOLON and 'super-semicolon'
--identifying the SUBJECTS in sentences with semicolons
--commas AFTER AN INTRO PHRASE (Because I was tired, ...) or with FANBOYS conjunctions (..., and...)
--COMMONLY CONFUSED WORDS to remember/distinguish **QUIZ PART 3**
--using TRANSITIONS effectively in writing
--POETRY vs. PROSE and the main differences in the genres
--the simple 'purpose' of a PARAGRAPH break (for the eyes)
--using DASHES and HYPHENS correctly in words/sentences
--APOSTROPHES to show possessives **QUIZ PART 3**

***********AND LOOKING AHEAD: 

IMPORTANT WK15 MAJOR QUIZ PART III TASK in class MON. 4/27: **SOME COMPOSITION ELEMENTS NOTED ABOVE IN PART 2 STUDY GUIDE** and APPLYING REVISION and EDITING/PROOFING to a paragraph filled w/errors BASED ON THE BLUE MLA SHEET NOTES we've taken/practiced in our writing the last 10-12 weeks