ATTENTION 1st/2nd APLang/ENG 1101: MAJOR WRITING ASSIGNMENT FINAL REVISION DUE MON. 12/7

 1st/2nd AP LANG/ENG 1101 

**REMINDER OF MAJOR FINAL REVISION WRITING ASSIGNMENT DUE MON. 12/7:

YOUR SECOND RHETORICAL ANALYSIS EXTENDED PARAGRAPH **COMPLETED FINAL REVISION** IS DUE MONDAY 12/7 

• NOTE: THIS COMPLETED REVISION NEEDS TO  BE:
• typed and submitted to the GOOGLE CLASSROOM VIA THE ASSIGNMENT I WILL CREATE FOR THIS BY THE TIME CLASS BEGINS MON. 12/7 
• ***IF I DECIDE TO OPEN THE ASSIGNMENT EARLY FOR YOUR SUBMISSION (i.e., Sunday evening/night, for example), I WILL LET YOU KNOW VIA A REMIND TEXT!

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**USING:

• the resources given to you in class (MLA GUIDE/STYLE SHEET/CITATIONS)
• the "GRAMMAR CRIMES" proofing help sheet
•  THE INSANELY-DETAILED INSTRUCTIONS, INFORMATION, AND GUIDES BELOW, choose ONE of the three ANNOTATED RDGs we've completed:

--Jones: "The First Day"

--Wiesel: Nobel Acceptance Speech  

--King, Jr. from "I Have A Dream" 

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

B) choose TWO VERY SPECIFIC language/lit. devices/elements/strategies (___ tone, ____ syntax, metaphor, antithesis, ____ imagery, ____/*specific diction, punctuation, specific repetition, cause-effect, allusion, 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/ELEMENTS/STRATEGIES 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"


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!).


E)***WRITING 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/elements 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 extended paragraph?
__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 FOR EACH OF THESE TEXTS WAS GIVEN YOU WED. 12/2 IN CLASS)
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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
Day Month 201-

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 THREE TEXT CHOICES were given to you IN CLASS/WRITTEN DOWN ON "MLA WORKS CITED GUIDE SHEET" WED. 12/2*

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G) **IN ESSENCE, BELOW ARE THE "PROMPTS" FOR EACH OF THE THREE 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 speech 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 excerpt 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).