Congratulations, Lauren!

If you didn't happen to see the Commentary Page of the December 23rd issue of The Oregonian, you can read Lauren's awesome editorial online.

Huzzah!

Submission Deadlines

December 21:
Emiliegh
Melanie
Missy
Lauren
Mackenzie

December 23:
Shaina
Katie
Kaleigh
MeShine
Myria O

December 27:
Taylor
Stephanie
Erin C
Kathleen
Nathan

December 29:
Stevie
Whitney
Jordan
Sarah C
Mariah H
Philip

January 3:
Rachel
Channel
Morgan
Eliot
Erin B
Megan 

Mr. Kline Ruins Winter Break

AP Lang Winter Break Homework 2010-11

1) Memorize the definitions of the following rhetorical devices. There are many different definitions you can find, so use The Virtual Salt as your resource. When we return from break, we will consider the effects of these devices and practice using them. Any energy you put into understanding the rhetorical purpose of these devices over break is energy you won’t need to spend during the school term.

Amplification

Anadiplosis

Anaphora

Antithesis

Asyndeton

Chiasmus

Epanalepsis

Epistrophe

Expletive (they changed the name of this device; click on "Sentential Adverb, which is listed - naturally - with the E's)

Hypophora

Litotes

Parallelism

Polysyndeton

Rhetorical Question

Understatement

Zeugma

2) Read  Nickel and Dimed, by Barbara Ehrenreich. Pay attention to ethos, pathos, and logos (as well as anything thing else that catches your eye). In addition, consider the following questions:

·      According to Ehrenreich, what problems do working class people face?

·      What causes those problems?

·      What can be done to solve the problems?

·      What ought to be done to solve the problems?

·      Do you agree or disagree with Ehrenreich’s assertions? Why?

3) Begin considering your next essay, which is another synthesis: What, if anything, is society’s obligation to the poor? As with the King Synthesis essay, you will need to find a source (or two) from the CCC Library database and create a works cited page.

4) Submit your essay to The Oregonian. You can find the e-mail address on the Submissions Guideline page.  Be sure to paste your essay into the body of the e-mail and attach your document. Include me as a bcc (if you can) or a cc.

This post is getting awfully long, so I'll put the due dates for the essay in the next post.

Agenda, December 17

Due January 4th: See following (or previous, depending on how you look at it) post
Who wants to write an extra synthesis paper?

1. Argument of the Week
2. Take out your phones! The news of ______
3. Juxtaposition (aka Mr. Kline ruins Christmas)
4. "A Christmas Carol" (not the Dickens version)

Agenda, December 16

Due Now: Paragraphs 18-41 of The Communist Manifesto

Postponed - Due Friday: Vocab 2, online and paper versions (if it's already done, it can't hurt to turn it in early)

1. Occular proof the Kline is a hypocrite
2. Return of the Vocab Quiz
3. About that Oregonian assignment: audience and purpose
4. The anatomy of a cover letter
5. Submission Guidelines from The Oregonian
6. The Manifesto as a whole class

Sample Cover Letter

To the Op-Ed Editor:

Please consider my essay, “She Still Hasn’t Paid Me Back,” for publication as an “In My Opinion” column. As concern over the national debt increases, this essay offers a light-hearted exploration of the dangers of spending beyond our means.

Should you choose to publish my essay, please use the following bio: Ed Kline teaches Language Arts at Oregon City High School.

I have pasted the essay into the body of this e-mail and attached it as a Microsoft Word Document. Please contact me if you have any questions.

Thank you for your consideration,

Ed Kline

Agenda, December 15

Due Now: Translate The Communist Manifesto paragraph by paragraph up to paragraph 17
Due Thursday: Vocab 2, online and paper parts

1. Control your excitement: Winter Break preview (Nickel and Dimed, The Oregonian Submission, and the "Handbook of Rhetorical Devices" from The Virtual Salt)
2. 17 Paragraphs in 17 Sentences
3. Paragraphs 18-41 in groups

Agenda, December 14

Due Now: The Manifesto
Due Tomorrow: Translate The Communist Manifesto paragraph by paragraph up to paragraph 17
Due Thursday: Vocab 2, online and paper parts

Bring your library card on Wednesday

1. Questions about Rhetorical Analysis Timed Write?
2. General thoughts about The Communist Manifesto
3. Manifesto in small groups

Agenda, December 13

Due Now: Personal Narrative
Due Tomorrow: Excerpt from The Communist Manifesto
Due Thursday: Vocab 2

5 minutes of prep time

• What goes in the intro?
• What goes in the body?

Rhetorical Analysis timed write

Coming Monday: Timed Write

Remember last week when I said we would have our Rhetorical Analysis timed write on Monday, Tuesday, or Wednesday? Well, the answer is Monday. Make sure you review the format for a TEP paragraph and your list of ridiculous rhetorical devices.

Please take advantage of cell phones, e-mail, and facebook to let your friends know what's coming.

Agenda, December 10

Due Monday: Write a personal narrative about an experience with justice / injustice OR a time when you didn't have enough money. 400-500 words (450 words is ideal). Your audience is the Opinion Editor of The Oregonian newspaper and the educated readership of The Oregonian.
Due Tuesday: Excerpt from The Communist Manifesto (handout)
Due Thursday: Vocab 2

1. Argument of the Week: D, Q, C - Wikileaks has the right to publish classified information on the internet.
2. Peer Review - identify the good, cut the fat

Agenda

Due Tuesday: Excerpt from The Communist Manifesto (handout)
Due Thursday: Vocab 2

1. Vocab Quiz 1 - DO NOT PANIC
2. Argument of the Week: D, Q, C - Wikileaks has the right to publish classified information on the internet.

Vocab Deux

I’ll Be the Judge of That:

Words about Evidence, Proof, and Judgment

Due December 16

Provide the definition of the following words. Include the dictionary definition and a translation of the dictionary definition into your own words. Use each word in an original sentence that helps you understand the meaning of the word. Post ONE sentence in the comments (I’d recommend posting a sentence about the word you understand the least).

1.     biased

2.     exculpate

3.     impartial

4.     incontrovertible

5.     integrity

6.     objectivity

7.     penitent

8.     plausible

9.     substantiated

10.  vindicated

 

Agenda, December 9

Due Now: Vocab 1
Due Tomorrow: Personal narrative.
Due Tuesday: Excerpt from The Communist Manifesto, by Karl Marx and Friedrich Engels (handout)

1. Open Discussion on "Dumpster"
2. Quiz check
3. Share a vocab sentence

Agenda, December 8

Do Now: "On Dumpster Diving"
Due Tomorrow: Vocab 1, online and paper versions
Due Friday: Optional TEP Revision, typed
Due Friday: 600-750 word personal narrative. No holiday themes. Typed, double spaced. Word count in the header.

1. The End of "Compassion"
2. High Challenge, Low Stakes Quiz
3. Open Discussion on a Dumpster

Agenda for a Date which will Live in Infamy

Due Now: "On Compassion"
Due Wednesday: "On Dumpster Diving," by Lars Eighner, in 50 Essays.
Due Thursday: Vocab 1
Due Friday: Personal Narrative about an experience with justice / injustice OR about a time when you didn't have enough money. You are writing for a public audience. Typed, double spaced. 600-750 words. Put your word count in your header.

1. Let the answers be revealed! Quizzah!
2. 15 minute TEP Paragraph
3. A Compassionate Discussion

Agenda, December 6

When did it become December?

Due Now: "On Compassion"
Due Wednesday: "On Dumpster Diving," by Lars Eighner, in 50 Essays.
Due Thursday: Vocab 1
Due Friday: Personal Narrative about an experience with justice / injustice OR about a time when you didn't have enough money. You are writing for a public audience. Typed, double spaced. 600-750 words. Put your word count in your header.
Due in January: Synthesis #2 - What, if anything, is society's obligation to the poor?

Don't you miss the days when homework was just reading 60 pages in a night?

1. Portfolio Maintenance
2. Brainstorming / Writing Time
3. High Challenge, Low Stakes: AP style multiple choice quiz
4. A Compassionate Discussion

Let's get the Vocab Party Started

AP Lang Vocab List 1: You Talkin’ to Me?

Words About Language and Argument

Due December 9

Provide the definition of the following words. Include the dictionary definition and a translation of the dictionary definition into your own words. Use each word in an original sentence that helps you understand the meaning of the word. Post ONE sentence in the comments (I’d recommend posting a sentence about the word you understand the least).

1. assertion

2. clarity

3. cogent

4. coherent

5. cohesive

6. didactic

7. discourse

8. eloquence

9. emphasize

10. fluid

11. implication

12. lucid

13. rhetoric

Where Do We Go From Here?

Due Monday, 12/6: "On Compassion," by Barbara Lazear Ascher, in 50 Essays

Due Friday, 12/10: Personal narrative, 600-750 words. Topic: Write about a personal experience with injustice OR Write about a time when you didn't have enough money (no holiday themes, please). We'll have brainstorming / writing time on Monday. You are writing for a public audience.

Due Wednesday, 12/8: "On Dumpster Diving," by Lars Eighner, in 50 Essays


Your next synthesis essay (due long after winter break): What, if anything, is society's obligation to the poor? If you don't think you'll need The Grapes of Wrath to write this paper, please return it to the library.

And the winner is ...

Tomorrow, you will be writing an essay about one of the argumentative topics. Some time between now and the beginning of fourth period, I'll decide which prompts I'll offer.

If you want to gather in B206 during Advisory, feel free.

Remember:

Books? Yes.

Stickies? Yes.

Notes? No.

Can you ace it? Heck yes!

Happy studying!

Agenda, November 30

Due Now: New definition of Steinbeck's Justice

Tonight, some time between 8:30 and 9:30, I will post the type of question you will be answering on tomorrow's final. You will be allowed to use your books on the final, but you will not be allowed to use any notes.

1. Argumentative Wrap Up
2. Whole Class Discussion
3. Small Group Discussions

Agenda, November 29

Due Now: Steinbeck's Definition of Justice
Due Tomorrow: Your new and improved Steinbeck's Definition of Justice

1. Whole class discussion
2. Small group discussions

In the likely event of a snow day ...

If you were absent on Monday, I posted the exam discussion questions below. I'll turn off comment moderation so you can discuss the questions via the blog. I also highly encourage you to gather with your friends to discuss the questions.

As for your revisions, remember that we are focused on learning, not grading. If you revise your essay, it will make you a better writer even if it doesn't affect your grade. If your first draft was a C- or below, you really need to revise to make sure you have the synthesis skills necessary for future papers.

It's easiest for me (and therefore, you) if you can scan your first draft into a single file and e-mail it to me along with your revision. I'll have plenty of time this weekend to read. If you can't do that (I don't own a scanner; why would I expect all of you to own one?) bring the revision to me on Monday. I'll do my best to make sure your grade accurately reflects your learning and understanding (but not, alas, your effort; there are no effort grades in AP).

Have a good Thanksgiving. I hope you all have plenty to be thankful for.

AP Language and Comp

Grapes of Wrath Essay Exam Topics

Argumentative Questions:

Compare the treatment of the migrant “Okies” in the novel to the treatment of modern immigrant workers. What can modern readers learn from the similarities and the differences of these situations?

Defend, challenge, or qualify the claim that The Grapes of Wrath is anti-religious.

Defend, challenge, or qualify the claim that The Grapes of Wrath is a patriotic novel.

How would Steinbeck define justice? Point to three examples of justice or injustice (consider the author’s rewards and punishments) to support your answer. Does his definition agree with or contradict with yours?

Defend, challenge, or qualify the claim that Casy becomes a “better” man after he renounces his faith. Be certain to define what “better” means.

In the novel, Steinbeck argues that being connected to nature makes people bigger while being disconnected from nature makes them smaller. How does he define big and small? How do these definitions connect to the other arguments in the novel?

Rhetorical Analysis Questions:

Steinbeck did not merely want his readers to be moved by his novel, he wanted them moved to act. What actions does Steinbeck argue for? Be sure to keep your answer to this question rooted in the text.

Consider how Steinbeck’s writing style is a reaction to, rejection of, or embracement of each of the following styles of American Literature: The Age of Faith, The Age of Reason, Romanticism, Gothic Literature, Transcendentalism, Realism, and Naturalism.

Be prepared to write a rhetorical analysis of one of the interchapters. This will require you to identify the purpose of the given chapter and three rhetorical strategies Steinbeck employs to achieve his purpose.

Consider Steinbeck’s thoughts about government in Chapter 17. How do his arguments in this chapter connect to his thoughts about society in other areas of the book?

How does Steinbeck use the structure of the novel to advance his arguments?

Consider the role of nature in the novel. Think both about the connections (or lack thereof) between people and land and the role of weather in the novel. Are his attitudes towards nature consistent? Inconsistent? Contradictory? How do they fit into his arguments about man and God?

Explore the idea that the first chapter of the novel tells the entire story through symbolism.

Agenda, November 22

Due Now: Grapes of Wrath
Due Tomorrow: Synthesis Revisions
Due Tomorrow: One sentence - What is Steinbeck's definition of "justice"?
Due Tomorrow: Basic research - How / why did the Great Depression end?
Due Tomorrow: Basic research - Names (unless, of course, this comes up during class today)

1. Well?
2. What have we missed?
3. Kline steers the discussion
4. Essay exam topics

Just in case ...

In a further effort to avoid a snow day by being prepared for a snow day, it wouldn't hurt to turn in your synthesis revision on Monday. That way, you won't have to wonder what to do if there's no school on Tuesday.

Bundle up tonight! Those low temperatures look low!

Agenda, November 19

Due Now: Chapter 26
Due Monday: Chapters 1-30 (581)

In the unlikely event of a snow day, I will post The Grapes of Wrath study questions to the blog on Tuesday. I highly recommend discussing those questions in small groups.

1. Three things you are going to contribute to today's discussion
2. American Lit Notes
3. Today's Discussion
4. TEP in 23 or 25

Agenda, November 18

Due Now: Ch 23-25
Due Tomorrow: Ch 26
Due Monday: Ch 27-30
Due Tuesday (or sooner): Synthesis Revisions, highlighted when you walk in the door.

1. You talk; I listen (and nod thoughtfully)
2. Character Arcs: Ma, Casy, Tom, Rose of Sharon
3. Things that happen twice
4. TEP Repeat
5. American Lit Notes (Ha!)

Agenda, November 17

Due Tomorrow: Ch 23-25
Due Tues (or sooner): Synth and W.C. revisions

1. Remember when we had good news?
2. Slow motion TEP
3. Tracking changes in characters: Ma, Rose of Sharon, Casy, Tom

Agenda, November 16

Due Now: Chapters 21 & 22
Due Thursday: Chapters 23-25 (only 32 pages! Whew!)
Due Next Tuesday (or sooner): Synthesis Revisions. Walk in the door with your changes highlighted.

1. The Good News
2. What "required" means
3. Model Works Cited Pages
4. 21&22: Things that must be said.
5. Tone in groups
6. Tone on your own

Agenda, November 15

Due Now: Chapters 19 & 20
Due Tomorrow: Chapters 21 & 22

1. In defense of teachers ...
2. While I was reading, I noticed ...
3. Kline's Checklist
4. Pronouns in 14
5. Tone in 17

Free Money for Seniors!

Every once in a while, I receive info about scholarships in my e-mail. I recently received this link from the Pride Foundation, which offers 50 different scholarships to LBGT teens and their allies on one single application. Only students from five northwest states can apply, so your competition should be manageable. Good luck!

Some expert commentary ...

This video explains what Sir Ken Robinson thinks is wrong with public education and how/why we got that way. He makes some pretty controversial statements about ADHD, but I don't think he's attacking students as much as he's attacking the system.

We'll talk more about visual rhetoric later in the year, but I'm pretty sure the artist wasn't working with the speaker to create this video. The artist was creating images to both complement and supplement the text. It's a good use of intellectual energy to think about the relationship of the word and image.

I'm curious to know what y'all think. Agree? Disagree? Comment below.

Agenda, November 10

Due Now: Chapters 17-18
Due Monday: Chapters 19-20
Use the weekend to get ahead!

1. Any thoughts about the assembly?
2. A note about the synthesis
3. Professional nouns: 15 minute TEP Paragraph
4. Does this book have anything to do with you?

Agenda, November 9

Due Now: Chapters 14-16

Due Tomorrow: Chapters 17-18

1. High School Style Quiz, Chapters 9-16
   
2. You talk, I listen (Formerly known as "Burning issues / Urgent questions")
3. Does fixing the car remind you of anything else in the novel?
4. Quick character review
5. Juxtaposition
6. Professional Nouns

Coming soon ...

Pop Quiz on Chapters 9-16 tomorrow, 11/9. Tell your friends and relations.

Agenda, November 8

Due Now: Chapters 11-13
Due Now: Revisions and Hard Copies
Due Tomorrow: Chapters 14-16

1. Brilliant Observations / Urgent Questions
2. American Lit Notes
3. Page 117
4. Why does Muley Graves matter?
5. Who are these people?
   
6. Juxtaposition

Agenda, November 5

Due Monday: Chapters 11-13
Due Monday: All revisions and hard copies.

1. American Lit Notes
2. The Two Most Important Pages, Whole Class
3. The Two Most Important Pages, Small Group
4. Imagery Practice, Just for Kicks
   

Agenda, November 4

Due Now: Chapters 9 and 10
Tomorrow: Get ahead / Catch up
Due Monday: All revisions / finished papers

1. You know what I like about this book?
2. Noticings / Wonderings
3. Persona
4. The two most important pages

Agenda, November 3

Due Again: Synthesis and Works Cited
Due Now: Chapters 7 & 8
Due Thursday: Chapters 9 & 10
Due Monday: All revisions. All papers to me for portfolio.

1. A High School Quiz
2. What's the hardest thing you've ever had to do?
3. Little "true" v. Big "Truth"
4. You can call me Al
5. Questions / Concerns / Wonderings
6. The Two Most Important Pages
7. New Rhetorical Device: Persona

Agenda, November 2

Due Tomorrow: Synthesis Essay and Works Cited - attend to the little details, format, header, parallelism
Due Tomorrow: Wrath, Chapters 7 and 8
Due Tomorrow: High School Style Quiz on Ch 1-8
Due Monday: Any and all revisions. If you still have an essay you are not revising, it needs to be in my hands on Monday.

1. Where does the comma go?
2. You know what makes me mad?
3. Quick review of yesterday
4. Additional notices
5. Call things by the right names: Personification, Metaphor, Analogy
6. Quotation marks in chapter 5
7. American Lit Notes

Agenda, November 1

Due Tomorrow: Grapes of Wrath, Ch. 6
Due Tomorrow: Synthesis Essay plus Works Cited
Due Next Monday: All revisions

1. Syn-cere questions
2. Oh, SHIPS!
3. While I was reading, I noticed ...
4. Pressing Questions
5. Who are these people?
6. American Lit Notes

Three Helpful Links

The CCC Library Research Page

"Testing, the Chinese Way"

Purdue Online Writing Lab (OWL) Works Cited Format Page

Agenda, October 29

Due Now: Optional Education Revision
Due Monday: Grapes of Wrath, Chapters 1-5
Monday's Quiz: While I was reading, I noticed ...
Due Tuesday: Synthesis Essay

Syn-ful Questions
Bibliography / Works Cited Practice
"Is College Necessary?"

Agenda, October 28

Due Friday: Education Revision
Due Monday: Wrath, Chapters 1-5
Due Tuesday: Synthesis Essay

Tomorrow we will work on Bibliography / Works Cited pages

1. Check out Grapes of Wrath
   
2. Parallel Parking
3. "Is College Necessary" debate

Agenda, October 27

Due Now: Parallelism Handout
Due Thursday: "Is College Necessary?" debate essays
Due Friday: Optional Education Revision
Due Monday: Grapes of Wrath, Chapters 1-5 (we'll pick up our copies on Thursday)
Due Tuesday, 11/2: Synthesis Essay - DO NOT Procrastinate

Grades have been updated.

1. Synthesis Symptoms
2. Parallel Parking
3. Another shot at Rodriguez's rhetoric

Agenda, October 26

Due Now: Practice Synthesis paragraph
Due Wednesday: Parallelism Handout
Due Wednesday: "Is College Necessary?" debate essays
Due Friday: Optional Education Revision
Due Monday: Grapes of Wrath, Chapters 1-5 (we'll pick up our copies on Thursday)
Due Tuesday, 11/2: Synthesis Essay - DO NOT Procrastinate

1. Comma Splice Set-up Surgery
2. Yeah, but ...
3. Finish "Fair" Discussion
4. "Fair" Rhetorical Analysis

Agenda, October 25

Due Now: "None of This is Fair"
Due Now: Optional "How it Feels" Revision
Due Tuesday: Practice Synthesis paragraph
Due Wednesday: Parallelism Handout
Due Wednesday: "Is College Necessary?" debate essays

1. The easiest two-question quiz in AP Lang history (he said hopefully).
   
2. The annual six-week pep talk: learning vs. grades; the "discussion discussion"
3. The Synthesis Paragraph
4. An unfair discussion

The Synthesis Paragraph Model

AKA "TSQASQAC"

Topic Sentence: The topic sentence should state your opinion. The synthesis paragraph supports your opinion with evidence from multiple sources.

Set-up: You need to set up your quotation. The set-up has a number of purposes. Some set-up sentences establish your source. Where did you find the information? What makes this author qualified to support your opinion. Sometimes the source material itself is sufficient to establish your author's qualification. For example, if your article comes from the Journal of American Medicine, your author is by definition credible. If your article if from High Times, on the other hand, it might be more difficult (but not impossible) to establish your source as reliable. Appositives can be very helpful when you are establishing sources. Once you have established your source as reliable, you don't need to do it again. Your set-up also needs to provide a little bit of context. What was your author writing about in the essay when your quotation appears?

Quotation: Never use a quotation as a complete sentence. At the very least, begin like this: [Author] writes, " ..." (Author Pg). The "Author's Name" in the parenthetical citation should be the first word that appears on the Works Cited page. You don't need the abbreviation "Pg" in your citation. You don't need to invent a page number for websites that don't have page numbers.

Analysis: First, decode any figurative language that appears in your quotation. Then, explain how the quotation supports your topic sentence. You don't need to label your quotation as a quotation.

Repeat the S-Q-A steps. At some point during the first Analysis or the second Set-up you will need to transition from your first quotation to your second. Transitions of addition, emphasis, or contrast will all work here (a quick google search will provide you with endless lists of transitions).

Closing: This sentence wraps up your paragraph and transitions the reader into your next paragraph.

For your convenience ...

I have created this post as a "research clearinghouse." If you have a link you think your classmates might find useful or if you have a question you need answered, post it in a comment here (I've disabled comment moderation for this post, so your comments will post instantly - I hope).

I hope your research is going well. Check back on Sunday for a model of the synthesis paragraph.

Let's get synthesized!

Education Synthesis Essay

Due Friday, October 29

Considering several of the pieces we have read in this unit – as well as your personal reading, observation, and research – identify two serious problems in the American education system. At least one of your problems should be related to issues of justice (“fairness” or “equity” might be more productive search terms). Your paper should explain why these problems are such an important issue and you should propose a solution (or solutions) to each problem.

Typed. Double Spaced. Twelve point. No blank lines between paragraphs, except to indicate a major shift in tone or setting. Three – five pages. Don’t forget a title.

Required:

· Include at least one sentence that employs parallelism, used to create a specific effect. Underline your parallel structures.

· Support from a minimum of three classroom sources.

· Support from a minimum of one additional source from the Gale database.

· At least two “synthesis” paragraphs.

· Properly formatted Works Cited Page.

Suggested: End with a plan of action for the future. Employ anaphora in your conclusion.

Audience: 1) The editor of a nationally published magazine. 2) The well-educated readers of that magazine. 3) Yourself.

Purpose: 1) To explore contemporary issues of fairness and equity in contemporary education 2) To evaluate the current state of education in America or the world at large. 3) To suggest a plan of action for the future.

How to approach this paper:

· Develop an opinion on this subject.

· Gather evidence (from our texts and from research) to support your opinion. This is an argument; therefore, personal experience is valid evidence and first person is an acceptable POV.

· Create clear, defensible topic sentences.

· Draft paragraphs with two quotations to support your topic sentences.

· Draft paragraphs with an eye towards ethos, pathos, and logos.

· Proofread to ensure your quotations are properly formatted and cited. For this essay, “you will need to include the author’s name in your parenthetical citation” (Kline 1).

· Create your Works Cited page.

Agenda, October 21

Due now: Optional paragraph revision
Due now: Independent research
Due Monday: "None of this is Fair" by Richard Rodriguez (handout)
Due Monday: Optional "How it Feels" Revision

1. Introducing ...
2. Give me two problems
3. Your synthesis assignment
4. Special Guest Instructor: Doug Stull!

Because one post can only fit four cool links ...

Here's Politifact.

Warning: finish your homework first; this website is an incredible time eater. chompchompchomp.

How Many Cool Links Can One Post Handle?

Click here for an editorial about education!

Click here for an amusing video about logical fallacies!

Click here for a radio story about logical fallacies in action!

Click here to read a poem from Eliot Kurfman, one of your classmates!

Apparently, the answer is four.

Agenda, October 20

Due Wednesday: "Me Talk Pretty One Day," by David Sedaris (in 50 Essays)
Due Wednesday: Optional revision of "Education Narrative"

Due Thursday: Independent, college-level research about issues in contemporary education. Think about Justice.

Due Thursday: Optional revision of EITHER "Fill in the Blanks" or TEP

Due Monday, 10/25: Optional revision of "How it Feels"

1. A Strong TEP
2. Topic Sentences Triage
3. "Me Talk Pretty ..." likes and dislikes
4. "Me Talk Pretty ..." whole class

Agenda, October 19

Due Now: TEP Paragraph

Due Now: Bring yer Emerson; make sure you know what problems he identifies

Due Wednesday: "Me Talk Pretty One Day," by David Sedaris (in 50 Essays)
Due Wednesday: Optional revision of "Education Narrative"

Due Thursday: Independent, college-level research about issues in contemporary education. Think about Justice.

Due Monday, 10/25: Optional revision of "How it Feels"

1. Do I ever need to say typed, double spaced?
2. Fill in the Blanks Returns
3. "Average" Discussion
4. Above Average Discussion: Emerson and Rose

Takin' Off the Training Wheels

Here are the directions for a TEP (Technique-Effect-Purpose) Paragraph. You may write about Malcolm X's allusions in "Learning to Read" or any rhetorical strategy you noticed in "'I Just Wanna Be Average.'"

Technique – Effect – Purpose Paragraph

1. In “Title of Essay,” [author] uses [rhetorical strategy] to [achieve his purpose - use this spot to directly state the author's purpose].

2. Establish the context of the first quotation.

3. Quote the text. Never use a quotation as its own sentence. When writing about diction, you might want to quote a “series” of “Words” or “phrases” instead of a complete sentence. Follow the quotation with the author’s name and the page number in parentheses (Kline 22). Artful writers might combine steps two and three in a single sentence.

4. Analyze the quotation. How does this help you prove the author’s technique achieves her purpose? No MORE than two sentences of analysis.

5. Repeat steps two through four with a second example.

6. Close your paragraph.

Agenda, October 18

Hey! I finished my homework early!

Due Now: Fill in the Blanks Paragraph

Due Tuesday: TEP Paragraph
Due Tuesday: Bring yer Emerson; make sure you know what problems he identifies

Due Wednesday: "Me Talk Pretty One Day," by David Sedaris (in 50 Essays)
Due Wednesday: Optional revision of "Education Narrative"

Due Thursday: Independent, college-level research about issues in contemporary education

Due Monday, 10/25: Optional revision of "How it Feels"

1. Five (ok, maybe six) question quiz
2. 10 minutes (I mean it!) on Malcolm X's Allusions
3. "'I Just Wanna Be Average'"

Your comments are welcome ...

For those of you who are interested in what various definitions of "good" education, you might enjoy this article from The Atlantic Monthly.

I'd be happy to hear what you think. Leave a comment below.

Fill in the Blanks Assignment - New and Improved!

You may choose any essay we've read.

Hint: Shorter quotations are better than longer ones.

Paragraph 1:

The general argument made by [author’s first and last name] in “Essay Title” is _______________. More specifically, [author’s last name] argues ____________. He/She writes, “__________________” (pg). In this passage, [author’s last name] is suggesting __________________. Later in the essay, [author’s last name ] argues, “______________” (pg), clearly showing ____________________. In conclusion, [author’s] belief is ________________.

Paragraph 2:

In my view, [author’s last name] is wrong / right, because ________________. For example, [evidence from your life, history, pop culture, current events, literature]. This demonstrates ______________. Furthermore, [another piece of evidence], illustrates/illustrating ______________. When / Although [author’s last name] claims ____________________ / might object, I maintain _____________.

Agenda, October 14

Due Now: "'I Just Wanna Be Average'" by Mike Rose
Due Monday: Fill in the Blanks Paragraphs. Typed. Double spaced.
Due Wednesday: Optional Education Narrative Revisions

If we were going to have a quiz on Monday, I'd ask you ...
... What rhetorical devices did you identify / label?
... about a few vocab words.

1. Somebody ask me about punctuation
2. Revision Questions
3. Malcolm X Rhetorical Analysis
4. Malcolm X Allusions

Agenda, October 13

Due Now: "How it Feels" Revisions
Due Thursday: "'I Just Wanna Be Average'"

1. Mr. Kline reads to you
2. Rhetorical Analysis

Agenda, October 12

Due Now: "Learning to Read," by Malcolm X
Due Wednesday: Optional "How it Feels" Revision: highlight all changes, paper clip second draft to first draft
Due Thursday: "'I Just Wanna Be Average'" by Mike Rose, in 50 Essays (warning: adult language)

1. A little grade pep talk (or, why we're bothering to put you through this)
   
2. Show, Don't Tell
   
3. "Learning to Read" Socratic Seminar continued
4. Rhetorical analysis of "Learning to Read"
   

Agenda, October 11

Due Now: "Learning to Read," by Malcolm X
Due Wednesday: Optional "How it Feels" Revision: highlight all changes, paper clip second draft to first draft
Due Thursday: "'I Just Wanna Be Average'" by Mike Rose, in 50 Essays (warning: adult language)

1. Six Question Quiz
2. "Superman and Me" Wrap Up Questions
3. "Learning to Read" Socratic Seminar

Agenda, October 7

For those of you who obsessively check the web ...

Due Yesterday: "Superman and Me," by Sherman Alexie

Due Now: Education Narrative Revision, stapled on top of your peer reviewed draft

Due Monday: "Learning to Read," by Malcolm X, in 50 Essays. Add allusions to your list of things to look up / write down.

Due Wednesday: Optional "How it Feels" Revision

1. Your favorite line
2. "Superman and Me" - whole class
3. Rhetorical analysis in partners

How to Peer Review

Read it once to find the good. Highlight excellent syntax and figurative language.

Read it once to improve the paper. Where are the ideas unclear? Where are the images and diction vague? Where are the transitions rough? Correct conventions as your are able.

Most important: Does this essay tell about the struggle to learn something?

When both partners are done, discuss your notes.

Agenda, October 6

Due Now: "Superman and Me"
Due Now: Education Narrative, 1st draft
Due Tomorrow: Education Narrative, Revised
Due Monday, "Learning to Read," by Malcolm X, in 50 Essays
Due Wednesday, 10/13: "How it Feels" optional revision

1. Peer Review
2. Ridiculous Rhetorical Devices
3. "Superman and Me"

Agenda, October 5

Due Tomorrow: Education Narrative
Due Tomorrow: "Superman and Me," by Sherman Alexie, in 50 Essays
Due Wednesday, 10/13: Optional revision of "How it Feels" Essay

1. Mr. Kline sings your praises (without singing, actually)
2. The return of the essay ...
   
3. Four porpoises
4. The Rhetorical Triangle
5. Pathos or Logos?
6. Short Sentences, if time allows