HW DUE MON. 1/13

1st/2nd ENG 1102 **and AP LANG

1) FIRST, A FEW IMPORTANT REMINDERS FOR MON. 1/13 through THURS. 1/16 (WEEK #2 UCHS and WEEK #1 YHC):

• FIRST and FOREMOST, REMEMBER OUR "OFFICIAL" SCHEDULE:
•   T/TH for YHC 1102
• **UCHS AP LANG to complete/DAYS TO MEET TBD weekly; PAY ATTENTION TO THIS BLOG/IN CLASS!!

• NO CLASS MEETINGS COMING UP ON WED. 1/15 OR FRI. 1/17!! (*but if you need me/assistance with your extended paragraph rough draft, anything else, etc., I'll be in my room 1st/2nd blocks!)

• MON. 1/13: back to REGULAR UCHS SCHEDULE with EARLY RELEASE/FLEX
• 1st BLOCK begins 7:50am 
• 2nd BLOCK begins 9:28 am

• Bring your ENG 1101/AP BINDER from 1st semester daily to class for ENG 1102/AP

• Have your CHROMEBOOK/LAPTOP with you through our class meetings next week (Mon. 1/13-Thurs. 1/16) as we work on our first major writing assignment/RHET. ANALYSIS EXT. PARA. #2  DRAFT/REVISIONS/*FINAL (*TBA)

**MEETINGS FOR THE WEEK OF MON. 1/13: 

• MON. 1/13: AP LANG (w/RHET. ANALYSIS EXT. PARA. #2 DRAFT DUE/SHARED WITH ME; details below)
• TUES. 1/14: YHC ENG 1102 *FIRST DAY
• THURS. 1/16: YHC ENG 1102

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2) **IMPORTANT AP LANG ASSIGNMENT DUE MON. 1/13:

YOUR **SECOND** RHETORICAL ANALYSIS EXTENDED PARAGRAPH; **COMPLETED ROUGH DRAFT** IS DUE MON. 1/13 (**SHARED DOC w/me; NO printed version needed)

--using all the work we've done in class/discussions from this first week as well as the INSANELY-DETAILED INSTRUCTIONS, INFORMATION, AND GUIDES BELOW, choose ONE of the four ANNOTATED RDGs we completed from 1st semester (*AP supplemental section of binder):

--Jones: "The First Day"

--Wiesel: Nobel Acceptance Speech  

--King, Jr. from "I Have A Dream" 
--Herman: "Prologue" from Coming Out of the Ice

A) for your chosen text, pick ONE APPEAL (ethos/pathos/logos) to focus on 

B) choose TWO VERY SPECIFIC language/lit. devices (___ tone, ____ syntax, metaphor, antithesis, ____ imagery, ____/*specific diction, punctuation, specific repetition, cause-effect, allusion, circumlocution, etc.) within that text to SUPPORT YOUR APPEAL toward the AUDIENCE and PURPOSE of that text/the "HOW" of the text 

--IN OTHER WORDS, CHOOSE the ONE (1) RHETORICAL APPEAL (ETHOS/PATHOS/LOGOS)--CHOOSE ONE!!!--you plan on incorporating...

--with your TWO LITERARY/LANGUAGE DEVICES/TERMS into your next FORMAL RHETORICAL ANALYSIS EXTENDED PARAGRAPH:

**EXAMPLE: "King's use of ANAPHORIC REPETITION (DEVICE) through "---" illustrates an EMOTIONAL APPEAL (PATHOS) to his audience as he..." (King, Jr.).

**EXAMPLE: "As King establishes a PATHOS connection (APPEAL) with his readers, he strengthens his claim with a FIRM YET HOPEFUL TONE (DEVICE); he says "----" in order to..." (King, Jr.).

C) **USE THE FOLLOWING FORMAT FOR YOUR PARAGRAPH TITLE:
--Jones: "The First Day"
--Wiesel: Nobel Acceptance Speech  

--King, Jr.: from "I Have A Dream"
--Herman: "Prologue" for Coming Out of the Ice

D) **USE THE FOLLOWING FORMAT FOR YOUR IN-TEXT CITATIONS:
--blended "quote" (Jones).
--blended "quote" (Wiesel).
--blended "quote" (King or King, Jr.--just be consistent!).
--blended "quote" (Herman). 

E)***CHECKLIST FOR COMPLETION:

__Is my format basic MLA-STYLE (heading/header FONT consistent, etc.)?
__Is my ext. para. "Title" correct? (**see above) 
__Have I chosen ONE appeal (ethos/pathos/logos) and carried it throughout my paragraph (intro to conclusion)?
__What TWO devices/terms did I use to back up my claims about my appeal?
__Have I considered BOTH the AUDIENCE and PURPOSE of this text and this assignment?
__Do I avoid EVALUATION of the text and tie all my ideas BACK to the "HOW" of the text and "breaking it down"?
__Are my "quotes blended" and CITED properly (**see above), then related to my rhet. analysis (#)? 
__Have I AVOIDED META-DISCOURSE ("This quote means...")?
__Do I stick to 3rd-person analysis (NO "I"/"you") with PRESENT TENSE VERBS ("speaks"/"shows"/"describes")
__Do I have a CONCLUSION that ties BACK to my chosen rhetorical elements/analysis?
__Have I followed ALL the suggestions/revisions to make from my *FIRST GRADED extended paragraph (*1st semester/TTTC)?
__Did I PROOFREAD FOR ERRORS?? *Especially MLA silly errors, plus COMMA SPLICES/FRAGMENTS/RUN-ONs and SEMICOLON ERRORS!!! 
__**DOES MY PARAGRAPH INCLUDE A PROPERLY-FORMATTED Work Cited BELOW THE PARAGRAPH/for the text I chose? (**THE MLA WORK CITED ENTRIES and/or GUIDE FOR ALL FOUR OF THESE TEXTS APPEAR ON/**HAVE BEEN ADDED TO (**GIVEN TO YOU IN CLASS WED/ 1/8 and THURS. 1/9!!) THE "MLA Format, 8th Edition" MODEL CITATIONS SHEET I GAVE YOU ALL/IN YOUR WRITING SECTION!!)

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F) SAMPLE/'BASIC MODEL' EXT. PARAGRAPH RHETORICAL ANALYSIS OF WHAT I'M LOOKING FOR IN THIS PARAGRAPH (**NOTE THE HIGHLIGHTED AND COLOR-CODED ELEMENTS THAT GO WITH YOUR INSTRUCTIONS ABOVE!!!)
**Sorry for the spacing issue on this!

NAME (*LAST NAME HEADER ON RIGHT>>)
Mrs. Krieger
AP Language
30 January 2017

The Things They Carried "Spin"

Using his authoritative voice and style, author Tim O'Brien reminds his readers that “stories are for eternity, when memory is erased, when there is nothing to remember except the story" (38).  Through his 1) personal anecdotes 2) filled with repetition, O’Brien’s **pathos-evoking comments remind readers of the importance of storytelling in a world where nothing remains perpetual, where life is finite.  In the chapter, “Spin,” for example, O’Brien states that he is a forty-three year-old writer holding on to a passionate obsession for war stories.  Using 1) anecdotal techniques, the author/narrator draws his audience into the world of a “true war story,” seeking to convince readers of the raw truth and intensity that must come with the territory.  As he writes about his violent past, it “turns into a kind of rehappening” (33).  O’Brien potently lives in his past, yet he still says “…I should forget it. But the thing about remembering is that you don’t forget…” (33). Here, the 2) repetition of the word 'forget' rhetorically reminds readers—and civilians—of the heavy burden that comes with memories of war, **thus evoking an emotional response about this volatile subject.  As he continues, quick, fragmented tales of days before, during, and after his platoon flow with sorrow and regret.  Astounding readers with his **emotionally-credible narrative, O’Brien persuades readers to believe his tales through gruesome scenes of terror and violence—whether physical or psychological.  Most peculiar, though, are his pleas that, at times, the war was not all death and pandemonium; at times came peace—but peace tempered with subtle mental chaos.  Indeed, O’Brien’s own ability to tell his war stories grips readers with **pathos-filled intensity; The Things They Carried exhibits the quality of “joining the past to the future,” a penchant that O’Brien himself so intensely strived for through his narrative techniques such as storytelling and repetition (38). The importance of a story comes though in its ability to immortalize—to bind—time forever after.  However, for O’Brien, even stories will never replace the memories of actually having been there to experience a scenario, namely the grim realities of war.

Work Cited (center this title ONLY)

**WORK CITED ENTRIES FOR ALL FOUR TEXT CHOICES IN YOUR BINDER WRITING SECTION "MLA Format, 8th Edition" MODEL CITATION LIST; also, we will go over these together in class/some you have/some given to you 'for free' 1/8-9**

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G) **IN ESSENCE, BELOW ARE THE "PROMPTS" FOR EACH OF THE FOUR TEXTS THAT YOU ARE ANALYZING IN THIS EXTENDED PARAGRAPH.  MAKE SURE YOU'VE COVERED EVERY ASPECT OF THESE QUESTIONS:

The following is the short story by E.P. Jones titled "The First Day."  In it, the speaker reflects back personally and directly about the circumstances surrounding her first day at a new school, and at the sequence of events throughout that day. Read the story carefully.  **Then write an EXTENDED PARAGRAPH (CONTEXT) that analyzes TWO language elements [TIED TO ONE RHETORICAL APPEAL THE AUDIENCE REACTS TO] Jones incorporates in order to reveal the new truths this young girl gains insight to regarding her relationship with her mother and her new world (PURPOSE). 

The following is Elie Wiesel’s 1986 Nobel Prize-winning speech. In it, Wiesel speaks about the need to remember the past in order to prevent atrocities such as the Holocaust from happening again. Read the passage carefully.  **Then write an EXTENDED PARAGRAPH (CONTEXT) that analyzes TWO language elements [TIED TO ONE RHETORICAL APPEAL THE AUDIENCE REACTS TO] Wiesel incorporates in order to convince his audience of the urgent need for reflection (PURPOSE).

The following is an excerpt from Dr. Martin Luther King, Jr.'s "I Have a Dream" speech given in 1963 on the steps of the Lincoln Memorial.  In it, King speaks about the need to re-examine the issue of racial inequality in the U.S.  Read the passage carefully.  **Then write an EXTENDED PARAGRAPH (CONTEXT) that analyzes TWO language elements [TIED TO ONE RHETORICAL APPEAL THE AUDIENCE REACTS TO] King incorporates in order to convince his audience of the urgent need for change (PURPOSE).

The following is the "Prologue" from Victor Herman's autobiographical memoir Coming Out of the Ice. In it, Herman speaks personally and directly about the circumstances that affected his understanding of life and the triumph of the human spirit. Read the passage carefully. **Then write an EXTENDED PARAGRAPH (CONTEXT) which analyzes TWO language elements [TIED TO ONE RHETORICAL APPEAL THE AUDIENCE REACTS TO] Herman incorporates in order to convince his audience of the deep authenticity of his words and his experiences (PURPOSE). 

4th Pre-AP American Lit./Comp.

HW DUE MON. 1/13:

1) In the WRITING SECTION of your binder as JOURNAL #1, complete ONE 150-200 word response to ALL THREE QUESTIONS BELOW 

• 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. 

********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 12:30pm 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

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2) ALSO, READING HW DUE MON. 1/13: 

In the dystopian/science fiction novel/la Fahrenheit 451, make sure you've finished reading PART I ("The Hearth and the Salamander") and read into PART II ("The Sieve and the Sand") THROUGH pp. 88 [*top of the page; ends with "Montag was in the dark street again, looking at the world" (88).] 

• again, be ready for discussion of what you've thus far read Monday, and bring questions you may have about the plot, characters, fire/animal imagery, themes, etc.

• **ALSO BE READY FOR A POTENTIAL READING CHECK/QUIZ over what you've read thus far! 

• **SUGGESTION AS YOU READ: continue to use your CLASS NOTES from the Ted Ed video LINK HERE "How To Recognize a Dystopia" to look for specific instances/plot points/themes in the novel that mirror dystopian characteristics

• PLEASE REMEMBER TO BRING YOUR COPY OF F451 TO CLASS EVERY DAY!