**ATTENTION 1st/2nd AP/1101: HW JOURNAL #6 to COMPLETE/READY BEFORE CLASSTIME TOMORROW TUES. 10/6**

1st/2nd AP LANG/ENG 1101

HW DUE TUES. 10/6:

BEFORE CLASS BEGINS TOMORROW TUES. 10/6, in the 'SEMESTER/YEAR JOURNALS' SECTION OF YOUR BINDER, COMPLETE:

JOURNAL #6 RESPONSE RE: photojournalist Susan Sontag's QUOTE below concerning war experiences and the civilian perspective (**A JOURNAL PAGE/INFO/MODEL for this response is LINKED ON this wkend's CLASSROOM POST and a PINK hard copy was given to you in class today MON. 10/5, and, again, the quote to respond to is ALSO COPIED HERE BELOW--->):

We--this "we" is everyone who has never experienced anything like what [these war dead] went through--don't understand. We don't get it. We truly can't imagine what it was like. We can't imagine how dreadful, how terrifying war is; and how normal it becomes. Can't understand, can't imagine. That's what every soldier, and every journalist and aid worker and independent observer who has put in time under fire, and had the luck to elude the death that struck down others nearby, stubbornly feels. And they are right. (126) 
-from Regarding the Pain of Others

**Consider Sontag's comments above about the nature of war, the 'civilian disconnect,' and WRITE/FREE RESPOND in an **open-ended manner that you feel is appropriate

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**A FEW NOTES RE: OPEN-ENDED JOURNAL RESPONSES: 

• TYPED/PRINTED ON YOUR OWN!!! or WRITTEN, *AT LEAST 150-200 words* (**Y'ALL REMEMBER: BE PROACTIVE; I HAVE NO *EXTRA* TIME FOR PRINTING, SO GET IT TO ME EARLY!!!)

• ARGUE/DEFEND/RHETORICALLY ANALYZE/USE A PERSONAL ANECDOTE/MAKE A CONNECTION TO OTHER TEXTS WE'VE/YOU'VE READ; ANY/MANY OF THESE!!!!

• FOLLOW THE GUIDE and INSTRUCTIONS/TIPS SHEET LINKED ON THE CLASSROOM POST (**PINK SHEET GIVEN TO YOU IN CLASS MON. 10/5) WITH THIS SONTAG JOURNAL PROMPT/QUOTE 
• these 150-200-WORD JOURNAL RESPONSES are for discussion purposes, whether your response be RHETORICAL, ARGUMENTATIVE, READER RESPONSE-BASED, TANGENTIAL, etc.

**REGARDLESS, it's *been a minute* since y'all have had writing response HW, so DO NOT RUIN THIS OPPORTUNITY OR SABOTAGE YOUR GRADE. 

THIS IS YOUR ASSIGNMENT, & YOU HAVE TONIGHT/BY CLASS TOMORROW to get your response COMPLETED; PLEASE HAVE a WRITTEN/TYPED J#6 response with you IN CLASS TUESDAY 10/6 FOR DISCUSSION (**OR SENT WAYYY AHEAD OF TIME to me to print!!) 

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**AND, SOME USEFUL, "GRADE-SAVING" FINAL THOUGHTS TO REMEMBER HERE AS WE END THE 9th WEEK OF THE SEMESTER: 

• CHECK THE CLASSROOM/SportsYou FROM ME EACH NIGHT
• HAVE YOUR COURSE BINDER WITH YOU DAILY
• BE *PRESENT*--mind AND body--AND PARTICIPATE
• PUT CELL PHONES/COMPUTERS AWAY--JAIL, or DAILY POINTS OFF YOUR GRADE!

**ATTENTION 3rd HAMLIT: INSTRUCTIONS, SOURCES, and OVERVIEW for IN-CLASS WORK on MIDTERM JOURNAL#6: F451/"Dover Beach" RESPONSE**

3rd Honors American Lit./Comp.

**IMPORTANT REMINDERS FOR IN-CLASS LESSON and J#6 WRITTEN RESPONSE from MON. 10/5 to THURS. 10/8:**

1) come to class MON. 10/5 expecting to intro into and start the following: 

• FIRST we'll start on and go as far as we can in class with our reading/notes/discussion RE: BRADBURY'S INCLUSION OF MATTHEW ARNOLD'S 19th century poem "DOVER BEACH" IN F451 (WRITING section of binder/given to you MON. 10/5)

2) THEN TUES. 10/6 we'll FINISH UP and RECAP everything we accomplished/learned and took notes on RE: the poem "Dover Beach" and Bradbury's use of it in F451 

3) FINALLY, STARTING IN CLASS TUES. 10/6 and *ALL CLASS THURS. 10/8*, be ready to complete and SUBMIT BY THE END OF CLASS an IN-CLASS (formal/graded) **MIDTERM WRITING CHECK-IN** JOURNAL #6 RESPONSE regarding our last 2-3 day's worth of  PRESENTATION and NOTES/DISCUSSION RE: Bradbury's inclusion of the poem "Dover Beach" within his novella F451

• the specific question for you to answer and ALL instructions/requirements for this FORMAL WRITING ASSIGNMENT will be given Wednesday in class before you write

• **Also, below is the LINK to the F451/"Dover Beach" relationship/tie-in WE WILL BE DISCUSSING/TAKING NOTES ON MON. 10/5 and TUES. 10/6, **especially the last two sections "Common Themes" and "Lost Humanity" (*also linked on the Classroom post for these days/this lesson): 

F451 and "Dover Beach": Why Bradbury Included the Poem in His Novella

• AGAIN, MORE INFO/instructions FOR THIS IN-CLASS WRITING/JOURNAL ASSIGNMENT TBA EACH DAY AS WE BEGIN, MON. 10/5 through THURS. 10/8, but THIS RESPONSE is your BEST CHANCE thus far to show me how much you can incorporate everything we've practiced over the past 9-10 weeks RE: formal analysis writing skills

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• AND IMPORTANT: FOR THIS J#6 RESPONSE, PLEASE HAVE YOUR COPY OF F451 WITH YOU EACH DAY/THROUGH THE LAST DAY(s) BEFORE FALL BREAK! 
• **you'll need it for your IN-CLASS JOURNAL #6 RESPONSE, and after completion of the journal, we'll [finally] remove your post-its and return the book to the library!

**ATTENTION 3rd HAMLIT: FINAL DRAFT REVISED COPY OF YOUR F451 LIT. ANALYSIS EXT. PARAGRAPH DUE BY CLASSTIME TOMORROW WED. 9/23**

3rd HAmLit./Comp.

*MAJOR* HW/ASSIGNMENT DUE WED. 9/23:

The FINAL, REVISED, MLA-style, TYPED copy (*either shared with me OR printed) of your Fahrenheit 451 Literary Analysis Extended Paragraph Response

--changes/revisions TO BE MADE/APPLIED are based upon our INDIVIDUAL REVISION CONFERENCES IN CLASS this PAST WEEK in class with your *ROUGH DRAFT COPY (*HARD COPY(ies) in WRITING SECTION of binder)

**REMEMBER: +1pt. BONUS to FINAL DRAFT for bringing a PRINTED COPY to class WEDNESDAY 9/23! (*otherwise, I'll print for you/have it to you first thing Wednesday!)

• BELOW: CHECKLIST FOR WRITING COMPLETION (to COPY ON CHECKLIST TEMPLATE to be given to you TUESDAY 9/22 IN CLASS and to TURN IN COMPLETED BY YOU with your FINAL COPY WEDNESDAY 9/23)

**items on checklist below with **TWO STARS** are to be included on your WRITING CHECKLIST to turn in with FINAL DRAFT

CONTENT: 
**___DID YOU ANSWER THE PROMPT QUESTION??? (audience/purpose/context)
**___ANALYSIS of Montag's CONFLICT, NOT SUMMARY/EVALUATION
**___Use of/explanation of LITERARY DEVICE(s) in text (tone/symbol/imagery/etc.)
**___Writing about literature = PRESENT TENSE VERBS
**___Response AVOIDS METADISCOURSE (and first-/second-person POV)

**___AVOIDS "THE ABYSS OF INCOHERENCE" in the conclusion/ends with the ORIGINAL QUESTION in mind (Montag's internal struggle)
___ONE 8-12 sentence EXTENDED PARAGRAPH response  
___Includes solid TRANSITIONS for writing coherence (at least 2-3)  

MLA FORMAT:

**___Follows all MLA STYLE 9th edition BASICS for formatting/general rules outlined in class
**___MLA PROPERLY "blended/CITED quotes" (1-2) to back up your assertions (#).

**___Follows 'THIS + NOUN' rule
**___***Within "quotations," the correct use of commas/quotes 
___'Cliche quotes' vs. "textual evidence" (proper format) 

MISC.:

**___AVOIDS USING PASSIVE VOICE (PV)/uses strong POWER VERBS instead
**___AVOID 'LETTER GRADE ERRORS' and PEDANTIC/'flowery' WORDING
**___Corrected ALL ISSUES pointed out by Mrs. Krieger
**___INCLUDES A CORRECT WORK CITED for the novella at the end of the response
___REVISED (ideas) and EDITED (typos) by self/friend before submitting/ALL ROUGH DRAFT(S) IN WRITING SECTION OF YOUR BINDER

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**ALSO PLEASE DO NOT FORGET TO KEEP BRINGING YOUR COPY OF F451 WITH YOU TO CLASS EVERY DAY--still a few more things to do!

**ATTENTION 3rd HAMLIT: CLASSWORK *or* HW DUE COMPLETED BY CLASSTIME TOMORROW TUES. 9/22**

3rd Honors American Lit./Comp.

MON. 9/21 CLASS WORK/*or* HW REMINDER TO COMPLETE DUE BEFORE CLASS BEGINS TUES. 9/22:

In the WRITING SECTION of your binder, IF YOU DID NOT COMPLETE IT TODAY MON. 9/21 IN CLASS, BEFORE CLASS TOMORROW TUES. 9/22, MAKE SURE you've completed the "PRACTICE 10: TRANSITIONAL WORDS" sheet (GIVEN TO YOU ON MON. 9/21 **AND LINKED ON CLASSROOM as PDF) [FRONT OF SHEET ONLY!!!!]: 

--NOTE AGAIN: YOU HAVE *ALL* CLASS TIME MON. 9/21 to work on this as I finish meeting w/students individually RE: their F451 extended para. draft revisons/etc. during class!

• EVERYONE please REWRITE OR TYPE YOUR TRANSITIONS ASSIGNMENT and add effective transitions/transitional elements to PARAGRAPHS #1, #2 (AS ASSIGNED TO YOU), and EVERYONE WILL HAVE #3 as a practice skill/application for your own graded writing assignments
• **PRO TIP: use the *TRANSITIONS/SIGNAL WORDS* LIST (back side of POWER VERBS SHEET/WRITING SECTION) given to you in class last week to help you complete this assignment--IT'S A VALUABLE RESOURCE!!! :)

**SO....you ALL will come to class TUES. 9/22 with TWO PARAGRAPHS [either #1 or #2 as assigned/EVERYONE #3] rewritten OR **typed (**with a PRINTED hard copy--it's YOUR responsibility if you choose to go this route--YOU print *or* GET TO ME/SHARE EARLY!!) with added transitions

 

--be prepared to share your improvements/additions in class TUES. 9/22 for weekly CCR/participation points!!

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

**ALSO PLEASE DO NOT FORGET TO BRING YOUR COPY OF F451 WITH YOU TO CLASS EVERY DAY; we're not done with it just yet!

**ATTENTION 3rd HAmLit: COMPLETED F451 LIT. ANALYSIS EXT. PARA. ROUGH DRAFT DUE BY THE END OF CLASS TOMORROW WED. 9/16!!!**

3rd HAmLit/Comp

CLASSWORK/HW DUE *TOMORROW WED. 9/16*:

By classtime tomorrow WED. 9/16, complete a 'WORKING' [yet complete!] ROUGH DRAFT' for your Fahrenheit 451 LITERARY ANALYSIS EXTENDED PARAGRAPH you received instructions for today Tues. 9/15 and will recap again tomorrow 9/16: 

• to help guide you as you formulate/compose your ext. para. analysis response, use the PINK INSTRUCTIONS/PROMPT/GUIDE SHEET with the response question given to you Mon. 9/14 (*hard copy in your binder WRITING SECTION/also attached the Classroom posts NOW and THROUGH tomorrow's WED. 9/16 due date!)
• ALSO!!! ---> you've had TIME IN CLASS BOTH 9/15 and 9/16 to begin work on this draft as well, so **NO EXCUSES!**

**REMEMBER: for this GRADED ROUGH DRAFT, 

• you can have your own TYPED/PRINTED copy to present to me in class 
• OTHERWISE, SHARE THE DOCUMENT with me OR EMAIL your draft to me BY THE TIME CLASS ENDS WEDNESDAY 9/16, PLEASE, or it's a ZERO and LATE GRADE!!
• **make sure to have the settings on the share document to "EDIT"

**ALSO, FYI: we will keep spending a good amount of class time the next two class blocks PLUS BLOCKS NEXT WEEK using MANY writing tips/resources/MLA notes/discussion, etc. I've given you/will give you to REVISE AND EDIT these drafts into a FINAL COPY for a major grade (*FINAL DRAFT DUE DATE TBA/within the next week*)

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

**AND, FINALLY: SOME USEFUL, "GRADE-SAVING" FINAL THOUGHTS TO REMEMBER DURING THIS SEVENTH WEEK (!!!)/WK #7 OF THE SEMESTER: 

• CHECK THE CLASSROOM and SportsYou msg. FROM ME EACH NIGHT!
• HAVE YOUR COURSE BINDER WITH YOU DAILY--and BE ORGANIZED!!!
• BRING YOUR COPY OF F451 TO CLASS EVERY DAY; **you need it to complete your extended paragraph writing assignment!

**ATTENTION ATTENTION NOW, 1st/2nd AP/1102: NEXT TTTC RDG HW and J#4 DUE COMPLETED BY CLASSTIME TUES. 9/15!!!**

1st/2nd APLang/ENG 1101

HW DUE **TUES. 9/15:

AGAIN, here's a quick reminder of the intro/FYI's for our reading/analysis of this text:

The first longer text/novel we will study--Tim O'Brien's The Things They Carried (1990)--explores the realities that coincide with war and our perhaps misguided perceptions of the complex issues surrounding combat versus civilian life; read The Things They Carried with the following concepts in mind:

• take into account the author’s [O’Brien’s] purpose, context, and the message(s) he conveys through his stories of the Vietnam War, both as author AND narrator 
• recognize strategies and tactics employed to broaden the civilian understanding of the atrocities of war and to explain current societal/political issues associated with the subject
• understand the myriad of ethical dilemmas associated with war and the differing perceptions of TRUTH and REALITY that arise within the text

1) Over this WEEKEND/into next wk (giving this to you now, Thurs. 9/10 ~and/or~ FRI. 9/11, so... 5+ NIGHTS!!), read the NEXT THREE (3) CHAPTERS/*VIGNETTES* of O'Brien's TTTC, listed below:

• "The Dentist"
• "Sweetheart of the Song Tra Bong"
• "Stockings"

2) As you read, consider the bulleted points above in the QUICK INTRO; make notes [post-its, preferably] of any details, plot points, memories, descriptions, etc. that you believe carry O'Brien's stories

3) AND FINALLY: to be sure you all get the 'gist' of this next reading of O'Brien's stories of war, take a look at the list of questions below laid out for these next three (3) chapters

• of the questions below for each chapter, FOR JOURNAL #4, CHOOSE TWO PER CHAPTER TO ANSWER VIA WRITTEN ON PAPER **OR** POST-IT/ANNOTATED STYLE **OR** TYPED/PRINTED HARD COPY

JOURNAL #4 QU's TO CHOOSE FROM/ANSWER FOR TTTC x3 CHAPTERS:

“The Dentist” 

1. Characterize Curt Lemon and why he behaves the way he does. How does this affect your reading of the previous chapter? 

2. How did Curt Lemon’s visit to the dentist affect him? 

3. What is the purpose of placing this chapter directly after “How to Tell a True War Story”? 

“Sweetheart of the Song Tra Bong” 

1. Characterize/note Rat Kiley, Mark Fossie, and Mary Anne Bell as you first see them.

2. Describe the changes in Mary Anne Bell from the time she arrived in Vietnam to be with her boyfriend until the end of the chapter. Be specific and record moments from the text (page numbers and descriptions) that demonstrate how she changed. 

3. Why do you think she changed? What did the change symbolize? How long did this metamorphosis take? 

4. Look up the definition of the word "metamorphosis." In what ways (note that this a plural noun) does this word apply to the transformation of Mary Anne? 

5. Does it matter that Mary Anne is a woman? How so? What does the story tell us about the nature of the Vietnam War? 

 

“Stockings” 

1. Why did Henry Dobbins continue to carry his girlfriend’s stocking even after she broke up with him? 

2. Consider the comparison O’Brien makes between Dobbins and America. How does this affect your view of how O’Brien views America?

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SO, let's RECAP:

• Come to class--PREPARED TO TURN THESE IN/SHOW ME YOUR WORK IF I NEED YOU TO!!--TUES. 9/15 having read these NEXT THREE (3) CHAPTERS of TTTC; be ready for LOADS more discussion and lots to unpack; LET ME KNOW YOU'VE READ!
• **NOTE: you may also read more/ahead, but you're only *required* to complete the assignment above

• FOR JOURNAL #4 on PAPER *OR* POST-ITs in your copy of the book *OR* hard copy typed/printed out, make sure you've answered TWO (2) of the questions listed above PER CHAPTER; that's a TOTAL of x6 qu's/post-its/etc. (<<more is fine as well) 

• ALSO, make sure your annotated/post-it answers are more than just an arrow or a word or two; give specifics, "text evidence," and answer the qu's thoughtfully, yet still 'annotation' style

**As per usual, I'll see you all TUES. 9/15 to dig into/earn valuable discussion points RE: these next three thought-provoking chapters/vignettes! :)

**ATTENTION 3rd HAMLIT: J#4 ASSIGNMENT DUE COMPLETED BEFORE CLASS FRI. 9/11!!**

3rd Honors American Lit./Comp.

HW DUE FRI. 9/11:

1) For JOURNAL #4 given/explained to you THURS. 9/10 in class and pdf linked on the Classroom (WRITING SECTION), use the template/model given to you to create your OWN PERSONAL

JOURNAL #4: "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)
• NO AI, Y'ALL. HOW TACKY and CRINGE TO USE artificial intelligence for a PERSONAL WRITING ASSIGNMENT. 
• 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 FRI. 9/11 IN CLASS FOR AN EXTRA/BONUS 100% WEEKLY CCR/participation GRADE!!!**

**ATTENTION 1st/2nd AP/1101: LONG-WKEND HW READING/JOURNAL #2 Qu's ASSIGNMENT DUE COMPLETED BY CLASSTIME TUES. 9/8**

1st/2nd APLang/ENG 1101

HW DUE TUES. 9/8:

PLEASE READ FIRST/QUICK INTRO:

The first longer text/novel we will study--Tim O'Brien's The Things They Carried (1990)--explores the realities that coincide with war and our perhaps misguided perceptions of the complex issues surrounding combat versus civilian life; read The Things They Carried with the following concepts in mind:

• take into account the author’s [O’Brien’s] purpose, context, and the message(s) he conveys through his stories of the Vietnam War, both as author AND narrator 
• recognize strategies and tactics employed to broaden the civilian understanding of the atrocities of war and to explain current societal/political issues associated with the subject
• understand the myriad of ethical dilemmas associated with war and the differing perceptions of TRUTH and REALITY that arise within the text

1) Over the upcoming LONG LABOR DAY WEEKEND (next FIVE!! NIGHTS!!), read the FIRST  SIX (6) CHAPTERS/*VIGNETTES* of O'Brien's The Things They Carried (TTTC), listed below:

• "The Things They Carried"
• "Love"
• "Spin"
• "On the Rainy River"
• "Enemies"
• "Friends"

2) As you read, consider the bulleted points above in the QUICK INTRO; make notes [post-its, preferably] of any details, plot points, memories, descriptions, etc. that you believe carry O'Brien's stories

3) AND FINALLY: to be sure you all get the 'gist' of this first reading of O'Brien's stories of war, take a look at the list of questions below laid out for each of these first SIX chapters. 

• Of the questions listed below for each chapter, FOR JOURNAL #2 CHOOSE TWO PER CHAPTER TO ANSWER VIA POST-IT/ANNOTATED STYLE **OR** HANDWRITTEN ON PAPER **OR** PRINTED (ahead of time!!!) <----YOUR CHOICE!

JOURNAL #2 POST-IT or PAPER QU's TO CHOOSE FROM/ANSWER FOR TTTC FIRST SIX CHAPTERS

“The Things They Carried” 

1. In the list of all the things the soldiers carried, what item was most surprising? Which item did you find most evocative of the war? Which items stay with you?  

2. How is the idea of weight used and developed in the story? How do you, as a reader, feel reading those lists of weight? What effect does it have on you? 

3. How has Jimmy changed by the end of the story? How will he be a different person from this point on? What has he learned about himself? Or to put it another way, what has he lost and what has he gained?

“Love” 

1. What could Jimmy Cross never forgive himself for? 

2. What does Jimmy ask Tim/the narrator to do when he writes his story? What does he tell Tim NOT to mention? 

3. What does it tell us about Tim O’Brien, the narrator, that he reveals character traits of Cross’s that Cross would prefer to have remain unknown? 

“Spin” 

1. What do we learn about Azar’s character in this story? 

2. How was the war LIKE--and NOT like--a game of checkers?  

3. What does Norman Bowker wish for, more than anything? 

4. How is this story structured? What can you say about all these short sections? 

5. According to Tim/the narrator, what are stories for? 

“On the Rainy River” 

1. What were Tim’s options once he received his draft notice? Who did he hold responsible for his situation? Who did he think should go to war instead of him? 

2. What does Tim say is Elroy Berdhal’s role in his life? What sort of person was Elroy? How did Tim know? 

3. Why does O’Brien relate his experience as a pig declotter? How does this information contribute to the story? Why go into such specific detail? 

4. At the story’s close, O’Brien almost jumps ship to Canada, but doesn’t: “I did try. It just wasn’t possible.” What has O’Brien learned about himself, and how does he return home as a changed person? 

“Enemies” 

1. Who broke whose nose--and why?

2. What was the effect of the fight on Jensen? 

3. What did Jensen finally do to resolve the conflict between them?  

“Friends" 

1. What was the pact that Dave Jensen & Lee Strunk made together? 

2. What was Lee afraid of when he saw Jensen, and what did he make him promise? 

3. Using both chapters “Enemies” and “Friends,” explain how war distorts the normal social codes. 

4. What is the irony of this chapter’s title? 

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

SO, let's RECAP:

• Come to class TUES. 9/8 having read the FIRST SIX (6) CHAPTERS of TTTC; be ready for LOADS of discussion and lots to unpack; LET ME KNOW YOU'VE READ!
• **NOTE: you may also read more/ahead, but you're only *required* to complete the assignment above

• As JOURNAL #2 on post-its inside your copy of the text OR on paper OR printed AHEAD OF TIME, make sure you've answered TWO (2) of the questions listed above PER CHAPTER; that's a TOTAL of x12 qu's answered on paper/post-its (<<more is fine as well) 

• AND!!!!! ----> Make sure your annotated/post-it answers are more than just an arrow or a word or two; give specifics, and answer the qu's thoughtfully, yet still 'annotation' style

**I'll see you all TUES. 9/8 to dig into/earn valuable discussion points RE: the thought-provoking chapters/vignettes in this remarkable and unforgettable book! :)

**ATTENTION 1st/2nd AP/1101: *FINAL* HW RDG/ANNOTATIONS ASSIGNMENT DUE COMPLETED BY CLASSTIME THURS. 8/27**

1st/2nd APLang/ENG 1101

HW DUE THURS. 8/27: 

1) over the next TWO NIGHTS, read the excerpt from *MLK Jr's “I Have a Dream” speech given to you in class TUES. 8/27 (*SUPPLEMENTAL RDG. section of binder)

**If you need it, here's a LINK to the ENTIRE SPEECH; start reading and annotating at: "I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream."

MLK, Jr. from "I Have A Dream"


2) IDENTIFY and annotate/mark AND EXPLAIN THREE (3) SPECIFIC devices/lit. terms/choices Dr. King incorporates in his speech (i.e. repetition/parallel structure (anaphora too!!), irony, metaphor, allusion, *___tone, *___diction/connotation, understatement, juxtaposition, *___ imagery, --and sure, why not: ethos/pathos/logos, etc.) that you feel you could write about based on the AP Language rhetorical analysis 'mock' question below:

The following is an excerpt from Reverend Dr. Martin Luther King, Jr.'s "I Have a Dream" speech given in 1963 on the steps of the Lincoln Memorial. In it, Dr. King speaks about the need to re-examine the issue of racial inequality in the U.S.  Read the passage carefully. **Then write an essay which analyzes the language elements/rhetorical choices King, Jr. incorporates in order to convince his audience of the urgent need for change.

****PLEASE NOTE THAT YOU ARE NOT WRITING AN ESSAY RESPONSE FOR THIS ASSIGNMENT!! 

• Annotate specifically, as outlined above, any terms--AT LEAST THREE (x3)--and devices/elements/choices you see that would help you write a rhetorical analysis essay that addresses the question above. 
• *AND REMEMBER: A GRADE FOR ALL x3 (ONE OF THREE AS YOUR *BEST* EFFORT) ANNOTATED TEXTS WE'VE COMPLETED/DISCUSSED THE PAST 2wks OF YOUR CHOICE IS COMING UP/TBA NEXT WEEK AFTER THE LONG WKEND, SO DO YOUR BEST WORK!

• we'll discuss this text, listen to an excerpt, and hear about what you all found in class Thursday!

**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! :)