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Office hours occur on M-Th. If you wish to see me during lunch, you must sign up. There are 2 time slots: 12:15-12:30 and 12:30-12:45. You must post before 11:00 a.m. for a same day visit. 

First post, first served. If you happen to sign up for a day and time that someone had previously reserved, you may still come in but will not be guaranteed face time. Sign up by commenting on this post. Make sure to leave your name, date and time you wish to come. Additional information as to the nature of the visit will help me prepare materials for you. Format your comment like this:

William Shakespeare – August 18, 12:30-12:45 – Need help with sentence length in my essay.

 

 

 

February 25, 2015

APLC: Rhetorically analyze text. Students reviewed Talbot text and with their group they developed a claim that Talbot and another author could support. Students shared their groups claims. In the end, students wrote down what they believe is the goal of education.

HW: Read Wallace, jigsaw 1-8/2pp

11th: Participate in SSOD. Students submitted SSOD questions for credit. No classes were prepared, so students were given time to complete chapter questions. All students must complete the 3 questions for chapter 32. There will be a quiz on 27-29 and 30-32 tomorrow.

HW: Finish chapter 32 and questions.

February 23, 2015

APLC: Develop Voice. Evaluate ICE. Students participated in the GAB WEEK activity in class (Developing Voice in Writing). Students determined character traits of each description, determined how authors develop voice, and applied these strategies in developing their own voice. Students submitted their work for credit. Students then read the second essay and evaluation of: ap10_english_language_q3.

HW: Read another essay. Write scoring summary.

11th: Develop Voice. Give examples to support claims. Students participated in the GAB WEEK activity in class (Developing Voice in Writing). Students determined character traits of each description, determined how authors develop voice, and applied these strategies in developing their own voice. Then students read chapter 28 in class.

HW: Read chapter 29 and complete chapter question.

February 20, 2015

APLC: In Class Essay. First students prepped their final draft by highlighting their thesis and counterarguments. Then students wrote down changes they wanted me to recognize in their final draft. Once essays were submitted, students wrote the in-class essay. Once students finished their ICE, they exchanged with another student.

HW: Write scoring commentary for peer essay. Instructions in the next post.

11th: Give examples to support claims. Students reviewed questions for chapter 25, then read chapter 26 and jigsawed the questions with their group. Students then took a quiz on chapters 23-26.

HW: Read chapter 27 and complete chapter question

AP de Botton Argumentative ICE

What was the intent of this question?

This question examined students’ ability to write an effective, compelling argument based on a prompt, drawing on evidence from their own experiences, observations and reading to support their central claim or thesis. In particular, students were presented with the assertion, made by Alain de Botton in his 2004 book, Status Anxiety, that the chief aim of humorists is not merely to entertain but “to convey with impunity messages that might be dangerous or impossible to state directly” and the claim, offered in the prompt, that “de Botton sees humorists as serving a vital function in society.” Students were directed to “write an essay that defends, challenges, or qualifies de Botton’s claims about the vital role of humorists.”

How well did students perform on this question?

The mean score was 4.38 out of a possible 9 points. Successful writers did four things: read de Botton’s argument correctly and understood its import; constructed a coherent, convincing argument in response to de Botton; marshaled and developed appropriate evidence in defense of their own argument; and conveyed their ideas in clear, effective prose. The strongest essays understood the full dimension of de Botton’s argument, including his emphasis on the potential dangers of giving voice to unpopular opinions and unpleasant truths, the unique impunity that humor can confer, and the nature of the vital role de Botton claims that this truth seeking plays in a society. While many of the stronger essays agreed with de Botton’s argument, some qualified it and others challenged it accurately and forcefully, maintaining that one must sometimes step out from behind the protective mask of humor to confront corruption and injustice directly.

What were common student errors or omissions?

Three types of errors were common. First, weaker essays sometimes misunderstood or oversimplified the prompt and proceeded to agree with what they perceived as de Botton’s argument that, to quote one, “we should all just lighten up and relax.” Second, some of the weakest essays consisted of random, disorganized assertions without any sense of central claim or commitment to a reader. These responses often seemed more like “exam answers” than actual essays in which the writer thinks through a complex idea in the imagined presence of an interested, engaged reader. Third, many of the weakest essays offered very few, and often no, examples to support their often-blatant assertions.

Read ap10_english_language_q3. Pay attention to the scoring commentary of each paper. Write a summary modeled after the scoring commentary based on your peer’s paper.

February 19, 2015

APLC: Rhetorically Analyze Text. Students jigsawed questions from Sedaris article. Then students added to their questions by answering 1)What is Sedaris’ contribution to the unit question? 2) Write a claim that would be supported by Sedaris and Alexie. Explain and support. Students then read Chazt on page 243 and jigsawed 1, 2, 3 and 5. Questions from homework and classwork were collected at the end of the period.

HW: HF Essay due by 8:00 to turnitin. Bring a hard copy to class. ICE Tomorrow.

11th: Give examples to support claims. Review chapter 23. As a group answer the following question: What is the significance of the story of Lizabeth? Think theme. This response was added to the questions for chapters 23-26. Then the class read chapter 24 and the groups jigsawed the questions for the chapter.

HW: Read chapter 25, complete chapter question

February 18, 2015

APLC: Rhetorically analyze text. Students took a quiz on Baldwin. Groups reviewed Alexie article. Students submitted work for Baldwin and Alexie.

HW: Read Sedaris (Handouts in google classroom). Jigsaw 1-8, 2?s per person.

11th: Give examples to support claims. Students discussed the cruelty of man in chapter 21, read chapter 22, and took a quiz for chapters 17-22.

HW: Read chapter 23, complete ?

February 17, 2015

APLC: Rhetorically analyze text. Students reviewed their questions for Baldwin’s article. Students then completed #10 &11 in class with their group. Students also answered 1) How does Baldwin contribute to the question of the unit 2) Write a claim that Mori and Baldwin would agree upon. Support with evidence from the text. After students discussed in groups, there was a larger group discussion.

HW: Read Alexie (Document is in google classroom), jigsaw #1-8, 2 per person.

11th: Give examples to support claims. Students submitted chapter 18-19?s for completion credit. Those that did not finish had until the end of the period to finish. Students then answered 1) Explain the paradox of the last four sentences in chapter 18. 2) What is a them that can be developed from those lines? Give support from previous chapters. These questions were to be completed after the chapter 18-19 questions. Students then read chapter 20 and jigsawed the questions with their group.

HW: Read chapter 21, jigsaw questions with group.

February 12, 2015

APLC: Compose argument. Students started writing an in class essay. I stopped students after 20 minutes and had them read their introductions. Students were evaluated on their hook, thesis, and style.

HW: Finish 2nd/Final Draft of essay. Bring hard copy tomorrow. Submit your essay to the google classroom for priority evaluation tomorrow.

11th: Give examples to support claims. Students reviewed chapter 15 in groups and then read chapter 16. Students jigsawed the questions. Students took a quiz on chapters 13-16. Groups then created 2 level 2/3 questions for the SSOD tomorrow. Students need to have questions answered.

HW: Read chapter 17, complete question for chapter.

February 11, 2015

APLC: Give examples to support claim. Students agreed, disagreed or qualified the following statement: American essayist and social critic H. L. Mencken (1880–1956) wrote, “The average man does not want to be free. He simply wants to be safe.” Students first took some time to respond to the prompt, then discussed in groups. Students chose a side and a class discussion of the prompt ensued. This quote will be part of the ICE tomorrow.

HW: Join the google classroom by using your sgusd gmail account. Go to classroom.google.com. Click +. Enter the code: fafenn. Click join.

I have posted the 2nd/Final draft priority list. I will evaluate essays on Friday based on when you submit your essay. Make sure to underline your thesis and any counterarguments you address in your essay. I have also posted the Baldwin essay for your convenience. You’ll need to read this essay by next Tuesday.

11th: Give examples to support claims. Students reviewed chapter 13 in groups and then read chapter 14. Students jigsawed the questions.

HW: Read chapter 15, complete question for chapter.

 

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