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LaLonde, K. O'Connor, R. Oliveiri, S. Schulmerich, J Screen, M. Spyra, A. Porretta-Baker, G. Junior Class Reflection. World of Inquiry School No. Space is available! Gunnar's MC Strategies. Please follow the class model for the Suli Breaks' song. Review March The AP analysis essay usually Q2 on the exam is a rhetorical analysis of someone else's argument.
Students are asked to select strategies they see the author using and show how those strategies effectively support a claim or establish a position. This essay shows how the student is able to deconstruct someone else's argument. Review March The open argument Q3 presents a premise or question for the student to argue. Classical Rhetoric for the Modern Student. Dillard, Annie. The Writing Life. New York. DuBois, W. Booker T. Washington and Others. Irving, John.
Arcade Publishing. Jefferson, Thomas. Letter to John Adams. They discuss what worked best for them in the planning stage, how they budgeted their time, what rhetorical and stylistic elements worked best within their essays, and what they would do differently for a better result. Students often use rubrics to score their own AP practice essays, in addition to comparing their work to the high- and middle-scoring essays included in their CliffsAP book.
Process letters help students to plan revisions, as well as to gain comfort and confidence with the process of self-evaluation. Discussions are roughly the equivalent of homework in a school-based AP English class. For example, in one discussion students read Booker T.
Students are required to post at least three thoughtful, substantive comments of at least half to three quarters of a page for each discussion. At times discussion takes the form of a writing exercise designed to increase skills in a certain area, such as citation, thesis revision, and analysis of visual texts. Discussion is also the place for workshops of student writing, and conversations about process, test-taking strategies, current events, and favorite writers. Each final essay is given a score of between 1 and 9 based as closely as possible upon a given rubric, so that students may get a sense of how they are likely to do on the exam.
Although essays are also awarded letter grades, critiques emphasize encouragement and concrete suggestions for ways to improve. Effort, and improvement over time, are considered in the assignment of a grade, especially as the course progresses. Process letters are graded based upon the amount of time and effort they reflect.
Students are expected to respond to one another as well as to the readings, so that the virtual classroom may generate a rich, complex and interesting exchange of ideas. This lesson introduces the basics of the course and exam, describing rhetorical analysis, persuasive and synthesis essays.
AP English Language & Composition
Students read about the importance of memory and observation as sources of evidence for persuasive essays, and are reminded to be specific and support their opinions. In addition to reviewing with plenty of examples such literary terms as diction, connotation, denotation, syntax, parallelism, metaphor, structure and tone, this lesson explains the process of making inferences and collecting evidence from a text. Their response to these essays is included in their process letter. After making a brief chart of evidence, students then write rhetorical analysis essays comparing two passages by Virginia Woolf Discussion 2 is a writing workshop.
With a focus on providing specific, constructive suggestions for revision, each student writes extensive comments for several anonymously posted Lesson 1 essays.
AP ® English Language vs. English Literature | Marco Learning
After reading examples of each approach, students first disassemble a previously written essay, using either a formal outline or a blueprint structure to identify main ideas, supporting ideas and details. Finally, they develop detailed outlines for the essays based upon these plans. The process letter encourages them to think about the extent to which both quick plans and more detailed outlines may be used in organizing their thoughts before drafting. Discussion 3 introduces Aristotelian Appeals. Students identify ethos, logos and pathos in magazine, web and television advertisements, analyzing their purpose, their effect, and the insight they give into cultural values and assumptions.
A comprehensive lecture on source evaluation precedes this introduction to the synthesis essay Discussion 4 reviews MLA citation format, directing students to college websites containing plenty of models for parenthetical documentation and Works Cited. Students use their CliffsAP textbook, their student handbook, the introductory letter for the course and other sources to create a synthesis paragraph providing information about the AP exam. The Instructor grades the paragraph, paying special attention to citation format and the fluid incorporation of source material, before students embark upon the synthesis essay.
The goal of this lesson is to create focused, arguable, complex and elegant thesis statements that answer all parts of a posed question. Students look at the successful use of concessions and qualifications in a strong thesis, along with the analysis and revision of several weak thesis statements. The final writing assignment is a persuasive prompt responding to a passage by Ralph Waldo Emerson Discussion 5 asks students to analyze, revise and justify their revision of five thesis statements, each taken from a Lesson 1 or Lesson 2 student essay. In preparation, they are encouraged to look back at all their instructor critiques to date and make a list of aspects of their writing that most need work.
This reflection prepares them for the comprehensive revision they will do in Lesson 8. Discussion 6 is a writing workshop for Lesson 5 essays. Students study literary terms from CliffsAP and look at sample types of questions before completing a timed multiple-choice section of a past exam The process letter for this lesson is more comprehensive than usual, including not only a self-evaluation of test taking strategies and time management, but also a list of all the questions they got wrong, including a brief analysis of their error and any questions they may still have after reading the CliffsAP explanations.
Discussion 7 takes a close look at research-based multiple-choice questions, including an overview of footnotes. This lesson asks students to revise either their Lesson 1 or their Lesson 5 essay — whichever one was workshopped. First they are asked to carefully review all student and instructor suggestions for revision, paraphrasing them and grouping them into categories: issues of organization, of development, of grammar, and so on.
Next, they revise their essay based upon the comments. Finally, they write a detailed explanation of how their revision resolves the issue pointed out in the comment. For example, if a classmate found a thesis confusing, the student would explain how and why the revised thesis is clearer.
If the student decides not to follow a suggestion, he or she must explain why, and figure out another way to resolve the problem pointed out by the suggestion. By the end of this lengthy process, students have deeply and carefully studied comments that might otherwise have been ignored or only briefly considered.
Their revisions must be quite comprehensive, showing evidence of careful thought and planning, to earn a high grade. Discussion 8 returns to the question of purpose and audience, asking that students read the writing of Booker T. Washington and W. Students discuss, as well, which writer they are more inclined to agree with, and why.
After familiarizing themselves with the uses and effects of these literary devices, students revise the introduction and the conclusion for each essay they wrote for Lesson 6 — a total of six paragraphs. Each revision must not only respond to instructor suggestions, but also make use of at least one scheme and one trope.
Discussion 9 invites all students to post their revised introductions from Lesson 8, gathering praise as well as constructive criticism. In addition, students are introduced to Lesson 13, the Researched Argument. This assignment will not be due for another two months, but now is the time to take a look at the prompt, and to begin conducting the research that will help them to take a position on the issue presented. The distance nature of this course requires that instructors make sure all students even those taking the course from France or Belgium, our out of reach of a library have access to sufficient sources.
For this reason, students will be provided with about ten to fifteen excerpted writings, newspaper and magazine articles, and visuals from which to assemble the sources for their essay. This essay, a comparison of two letters, offers a great opportunity for studying satire. Thus, students complete the discussion before turning to the essay.