**ATTN: 1st/2nd AP/1102 HW RDG DUE COMPLETED WED. 2/11 *as well as J#15 IN-CLASS WORK REMINDERS BY THURS. 2/12**

1st/2nd AP LANG/ENG 1102

**IN-CLASS ASSIGNMENT DUE TOMORROW WED. 2/11:**

1) FIRST: With the HARD/PAPER COPY from The Language of Composition (LOC) anthology given to you today TUES. 2/10 and we started reading together, THOROUGHLY READ ALL OF:

 

George Orwell's still-SUPER-important essay "Politics and the English Language" (pp. 707-718)

**ALSO, here is a LINK to the essay FULL TEXT (**and also linked as a PDF on the Classroom):

ORWELL "POLITICS AND THE ENGLISH LANGUAGE" 

2) THEN: for this essay, EVERYONE WILL BE GIVEN TIME WED. 2/11 TO WORK IN CLASS IN GROUPS/INDIVIDUALLY, and BY CLASS THURS. 2/12 BEFORE THE LONG WKEND TO COMPLETE for JOURNAL #14: 

• ON POST-ITS or WRITTEN ON THE TEXT and DONE WITH CARE ON THE ACTUAL ASSIGNMENT, or PAPER, typed or written, ANSWER **THE MARKED QU'S from "Questions for Discussion" & "Questions on Rhetoric and Style" at the end of ORWELL's essay 

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3) ADDITIONALLY: 

• By/on THURS. 2/12 in class, you each will get into small groups to SUMMARIZE AND DISCUSS a section of Orwell's essay that each of you will be  assigned INDIVIDUALLY in class--YOU WILL BE GRADED ON YOUR SUMMARY THOROUGHNESS AND ABILITY TO CONVINCE ME THAT YOU READ WED. 2/11, THURS. 2/12, and MON. 2/17 (*after the long wend) as we discuss these sections!

• ^^TO MAKE THIS PART EASIER FOR YOU, TRY ANNOTATING THE MAIN IDEAS OF THE SECTION(S) YOU ARE ASSIGNED, and think about the following qu's as you read your section

--Why is Orwell so concerned over the state of the English language in this section/what I'm reading? 

--What does he say/use examples of in this section that shows how he thinks it [English] has degenerated so/become so muddled? 

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4) SO, IN CONCLUSION, here's the simple breakdown to make sure you use your time WISELY between now and class tomorrow WED. 2/11 and THURS. 2/12 to have the following completed:

• MAKE SURE you COMPLETELY READ ORWELL'S **ENTIRE** ESSAY
• MAKE SURE you complete and PRINT OUT/WRITE OUT the JOURNAL #14 LOC MARKED QU'S RESPONSES BEFORE CLASS 

5) **THEN, THURS. 2/12 TBA in class...

• AFTER I ASSIGN THEM TO YOU, MAKE SURE you read (*post-it note-annotated would help!) your INDIVIDUALLY-ASSIGNED SECTION OF ORWELL'S ESSAY to summarize for the in-class GRADED DISCUSSION THURS. 2/12 and MON. 2/17 AFTER THE LONG WKEND and onward through the upcoming week!

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**AS ALWAYS, QUICK REMINDERS: 

• CHECK THE CLASSROOM/BLOG EACH NIGHT TO KNOW WHAT YOU NEED TO HAVE COMPLETED/BE PREPARED FOR EACH CLASS!

• HAVE YOUR COURSE BINDER/REQUIRED READING WITH YOU DAILY!

**ATTENTION 4th HAmLit: WKEND HW J#5 DUE COMPLETED BEFORE CLASSTIME MON. 2/9**

4th Honors American Lit./Comp.

HW DUE MON. 2/9:

1) For JOURNAL #5 given/explained to you FRI. 2/6 in class and pdf linked on the Classroom (WRITING SECTION), use the template/model given to you to create your OWN PERSONAL

JOURNAL #5: "Where I'm From" CREATIVE PERSONAL VERSE/POEM

**Remember: the more CREATIVE and IN-DEPTH you are, the better YOUR GRADE/ASSESSMENT will be for this! 

• USE THE TEMPLATE TO TYPE UP OR NEATLY WRITE OUT YOUR OWN VERSION

• also use the EXAMPLE(S)/MODEL "WHERE I'M FROM" given to you to guide you as you write your own (binder WRITING section/also linked on the Classroom)
• REMEMBER: If I'm printing for you, share w/me PLENTY AHEAD OF TIME/CLASS, plz!

**Think of funny/meaningful/frightening moments in your life, favorite sayings, things/items that remind YOU of 'YOU,' your 'home,' the place where you live, and/or the people who surround you

**ALSO IF YOU WANT, BE READY TO SHARE YOUR CREATIVE RESPONSES MON. 2/9 IN CLASS FOR AN EXTRA/BONUS 100% WEEKLY CCR/participation GRADE!!!**

**ATTENTION 1st/2nd AP/1102: *POTENTIAL ICE/WEATHER SCHOOL CLOSURE ASSIGNMENT for the WEEK OF 1/26* TO COMPLETE/DUE WHEN WE RETURN TO SCHOOL

1st/2nd AP LANG/ENG 1102

**IN THE CASE OF WEATHER/NO SCHOOL, AT-HOME ASSIGNMENT-HW DUE WHEN WE RETURN:

1) Given to you in class WED. 1/21 (**JOURNALS SECTION of binder**), take the TIME ****IF*** WE ARE OUT/NO SCHOOL b/c OF ICE/WEATHER any time the week of 1/26-1/30 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, for JOURNAL #14, 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 #14 RESPONSE WILL BE YOUR FIRST INDICATION TO ME OF HOW SERIOUS YOU ARE ABOUT THIS CLASS/THIS 1102 SEMESTER, SO DO AS YOU WILL! :) 
• THESE RESPONSES WILL ALSO BE A GRADED DISCUSSION AS SOON AS WE RETURN AFTER THE WEATHER CLOSURES, and I'll be taking up the assignment, SO COME PREPARED!!