**ATTENTION 1st/2nd AP/1101: NEXT HW READING/ANNOTATIONS TO COMPLETE BY CLASSTIME FRI. 8/21**

1st/2nd AP LANG/ENG 1101

HW DUE FRI. 8/21: 

Read Elie Wiesel's (Sept. 1928-July 2016) 1986 Nobel Peace Prize acceptance SPEECH (copy given to you WED. 8/19 in class/SUPPLEMENTAL SECTION), and:

• ANNOTATE/mark/highlight/POST-IT/ANALYZE/EXPLAIN specific references within the speech that apply/illustrate the rhetorical elements/APPEALS of ETHOS, PATHOS, or LOGOS

**here's a link to the text online as well, so EVERYONE should have access to the text (*also posted/linked on the Classroom): 

Wiesel: '86 Nobel Prize Acceptance Speech

***TO HEAR THE SPEECH AS IT WAS MEANT TO BE EXPERIENCED IN ITS SPOKEN GENRE, here's also a VIDEO of Wiesel giving his Nobel acceptance speech (again, also linked on the Classroom):

Wiesel Nobel Prize Acceptance VIDEO 

**NOTE: This time as you annotate the text, be sure to attempt to tie your comments/observations to ONE OF THE THREE RHETORICAL APPEALS at work in the text

• LEARN FROM/IMPROVE UPON IF NECESSARY THE FIRST ANNOTATIONS YOU COMPLETED FOR "TFD"

• Look for specific language connotation, repetition/parallel structure, dialogue, a ____ tone/tone changes, flashbacks, etc. and be prepared to SHARE WITH THE CLASS your findings

• PLEASE NOTE: There are examples of ALL THREE APPEALS (ethos/pathos/logos) working and evident ALL throughout this important speech!!

**ALSO NOTE: Again, I'd like to hear from the majority of you with your analysis/findings with this speech, so once again, be ready to share Friday!

**ATTN: 1st/2nd AP/1101: FIRST HW RHETORICAL ANALYSIS READING/ANNOTATIONS ASSIGNMENT DUE COMPLETED BY CLASSTIME MON. 8/17**

1st/2nd AP LANG/ENG 1101

HW DUE MON. 8/17: 

First, over the wkend/next two nights, read E.P. Jones' short story

[SUPPLEMENTAL SECTION OF BINDER/paper copy given to you in class FRI. 8/14], "The First Day" and...

THEN, COMPLETE THE FOLLOWING:

• ---->ANNOTATE/MARK/HIGHLIGHT and/or COMMENT/POST-IT NOTE (or a combo of ALL of these!) specific references/occurrences within the story that apply the rhetorical APPEALS of: 
• ETHOS -- **speaker's** credibility (**^^REMEMBER: you CAN RHETORICALLY ANALYZE FICTION!!!!**)
• PATHOS -- emotional reactions/language
• LOGOS -- logical/what "makes sense"/gives a sense of order/chronology/etc.

--TIPS FOR ANNOTATING THE TEXT: 

• Look for specific DEVICES/CHOICES THE AUTHOR MAKES WITH: language, repetition, dialogue, POV, tone, imagery, repetition, cause and effect, etc. AS WELL AS EXCERPTS THAT YOU LABELED AS EXAMPLES OF SPECIFIC APPEALS and be prepared to SHARE WITH THE CLASS your findings/annotations 
• also annotate/note your comments about the story's thematic significance 
• HOW the author creates meaning for READERS/AUDIENCE through rhetorical elements-choices/PURPOSE/CONTEXT within the text
• PLEASE BE READY TO SHARE SPECIFIC "TEXT EVIDENCE" THAT YOU CAN TIE TO A SPECIFIC APPEAL/CHOICE and EXPLAIN that choice/appeal

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**along with the videos we watched/intro materials and NOTES/highlights we've made the past two classes RE: RHETORIC (RHETORIC SECTION of binder/from the INTRODUCTION TO RHETORIC SHEETS/PACKET I GAVE YOU/WE HIGHLIGHTED TODAY) as well as the POWERPOINTS I displayed and that are linked this weekend's Classroom, here's a link to ANOTHER VERY HELPFUL SITE RE: these three rhetorical appeals and HOW authors use strategies to show these 'in action' within a text:
THE Purdue O.W.L.: Aristotle's RHETORICAL SITUATION 


**ALSO, here's a link to the short story online as well, so EVERYONE F2F/ABSENT should have access to the text:
"The First Day" -E.P. Jones

• And finally: I've included a photos here below of this assignment from a past student; LOOK AT THE POSSIBILITIES WITH THIS! YOU CAN DO THIS--AND DO IT WELL! YOU CAN DO HARD THINGS!

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This assignment IS for a grade--both DISCUSSION and part of a bigger MAJOR grade coming up, so please put your best into this! :)

**ATTENTION 3rd HAmLit: HW J#1 DUE COMPLETED BY CLASSTIME TUES. 8/11**

3rd Honors American Lit./Comp.

HW DUE TUES. 8/11:

1) In the WRITING SECTION of your binder as JOURNAL #1, 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. 

*****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 EARLY a.m. 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