8/31

Warm-up:  STake out a sheet of notebook paper and in two columns down the front, number one through 54.

S

SExample:

S1.   27.

S2.   28.

S3.  29.

Setc.  etc.

Classwork:  AP Practice Exam


Homework:  bring in PSAT registration, READ!!

8/30

Warm-up:  SUse your TASS book to determine the pattern of each sentence and explain why it fits that pattern.

S1.  When you pay attention, when you study for tests, when you read actively and avidly, when you revise your essays, you will be an ideal AP Lang student.

S2.  The students couldn’t decide if they liked AP Lang or AP Psych or AP World or AP Biology the best.

Classwork:  go over Thank you for Arguing quiz, homework analysis activities, discussion of professional examples


Homework:  Bring in your parent survey, remind your parent about back to school night

8/29

Warm-up:SUse your TASS book to determine the pattern of each sentence and explain why it fits that pattern.

S1. Walking into the classroom, the student felt eager to learn.

S2.  Busy has been the start of school.

S3.  Busier than usual, the start of school has been.

Classwork:  treasure hunt activity (getting to know you), go over quizzes, homework time for questions and guided practice


Homework:
Directions:  Reread pp. 6-21 in The Art of Styling Sentences.  For sentence patterns 1, 2, 3, and 4 (not 4a), choose at least TEN of the “Professional Examples” sentences to work with.

For each “Professional Example,”

1)      Briefly explain WHY the sentence is an example of the particular pattern.

2) Then, consider what Heinrichs might say about this sentence.  Does it seem to use ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values, assign blame, or call for the audience to make a choice? What other rhetorical tricks or strategies seem to be present in this sentence?  Is the sentence an argument or part of an argument of some kind?  If so, what does the author seem to WANT from his or her audience?

8/28

Warm-up:  SUse your TASS book to determine the pattern of each sentence and explain why it fits that pattern.

S1.  Why so many students dread returning to school is a mystery to me.

S2.  Not only did your summer work teach you to argue, but also it taught you to style your sentences effectively. 

Classwork:  go over the Thank You for Arguing Quiz, have students revise their Art of Styling Sentences Quiz.  In order to earn back a point for each incorrect response they must select the correct answer, explain why it is more correct, and write an original sentence in that pattern.  Explain homework and give students an opportunity to start.


Homework:  Due Thursday
 Directions:  Reread pp. 6-21 in The Art of Styling Sentences.  For sentence patterns 1, 2, 3, and 4 (not 4a), choose at least TEN of the “Professional Examples” sentences to work with.

For each “Professional Example,”

1)      Briefly explain WHY the sentence is an example of the particular pattern.

2)     Then, consider what Heinrichs might say about this sentence.  Does it seem to use ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values, assign blame, or call for the audience to make a choice? What other rhetorical tricks or strategies seem to be present in this sentence?  Is the sentence an argument or part of an argument of some kind?  If so, what does the author seem to WANT from his or her audience?

Example:  “It made no sense to anyone; it was just style.”  SF Chronicle

1)     This sentence is an example of a compound sentence without a conjunction because it consists of two complete thoughts with only a semicolon joining them.

2)     Heinrichs might say that the journalist who wrote this sentence was using ordinary language and clear sentence structure to establish his ethos as a direct, plain communicator who is communicating sense without unnecessary style. He is also using the word “style,” which has both negative and positive connotations, to assign blame to the speech or text he is criticizing.  If something is done with style, that typically implies it was done with grace, finesse, and flair, but something done with “just” style means it lacks substance, or sense. We Americans may like style, but we also value speakers and writers who seem to communicate common, plain old sense. This writer seems to want the audience to condemn and dismiss the text or speaker he is criticizing.

8/27

Warm-up:  SWrite 3 sentences about your first week of school or this past weekend.  One sentence should be pattern 2, one should be pattern 7, and the final one should be pattern 8.  Use your TASS books.

Classwork:  group work to turn triangles (most important points of Thank You for Arguing) into posters that model an assigned sentence pattern from The Art of Styling Sentences



Homework:  Due Thursday: TASS meets TYFA (10 professional example explanations)

Directions:  Reread pp. 6-21 in The Art of Styling Sentences.  For sentence patterns 1, 2, 3, and 4 (not 4a), choose at least TEN of the “Professional Examples” sentences to work with. 

For each “Professional Example,”

1)      Briefly explain WHY the sentence is an example of the particular pattern.

2)     Then, consider what Heinrichs might say about this sentence.  Does it seem to use ethos, logos, and/or pathos? If so, what type, and how? Does it appeal to values, assign blame, or call for the audience to make a choice? What other rhetorical tricks or strategies seem to be present in this sentence?  Is the sentence an argument or part of an argument of some kind?  If so, what does the author seem to WANT from his or her audience?

Example:  “It made no sense to anyone; it was just style.”  SF Chronicle

1)     This sentence is an example of a compound sentence without a conjunction because it consists of two complete thoughts with only a semicolon joining them.

2)     Heinrichs might say that the journalist who wrote this sentence was using ordinary language and clear sentence structure to establish his ethos as a direct, plain communicator who is communicating sense without unnecessary style. He is also using the word “style,” which has both negative and positive connotations, to assign blame to the speech or text he is criticizing.  If something is done with style, that typically implies it was done with grace, finesse, and flair, but something done with “just” style means it lacks substance, or sense. We Americans may like style, but we also value speakers and writers who seem to communicate common, plain old sense. This writer seems to want the audience to condemn and dismiss the text or speaker he is criticizing.

8/24

Warm-up:  SWrite a reflection about your homework.

SWhich audience was it more challenging to convince?  Why?

SWhat parts of Thank You for Arguing did you find most useful in thinking about how to get what you want?

Classwork:  Share persuasive situations; assign TASS patterns and TYFA chapters, circle, square, triangle your two chapters



Homework:  Use the circle, square, triangle handout to re-read and annotate your 2 assigned chapters of Thank You for Arguing.  Be ready to explain and defend your answers by Monday.

8/23

Warm-up:  SI will award extra credit on the Thank You for Arguing Quiz to ONE student.  Write an argument that will convince your classmates that they should vote for you to be the one to receive the extra points (they cannot vote for themselves).  Think about using what you learned in TYFA to be persuasive.

Classwork:  Extra credit persuasive speeches and voting; work on persuasive situation assignment


Homework:  Due Friday - persuasive situation homework

Step 1:  Choose a desire that you have that is dependent upon the cooperation of someone else and write an explanation of what you want & what you need to persuade that person to do/say/think/feel to make your dream a reality. (Ex:  You want to borrow something, you want a later curfew, you want less homework/chores)

Step 2:  Identify 2 different audiences (can be just 1 person or a group) that you would potentially have to persuade.  The audiences should be as different as possible.  Ex:  One familiar/one formal… similar age/ older.

Step 3:  For each audience write 5 sentences or statements that you would say to persuade that audience to give you what you want.  For each of those 10 statements (5 per audience), explain why that statement is persuasive, what rhetorical strategy you are using, or why you had to say that.  You can use terms from TYfA or just explain it in your own words.

8/22

Warm-up:  SWrite each statement and whether it is true or false.

S1. AP Lang is a challenging course and exam, but success is likely for all students who work hard.

S2. Absolutely no homework assignments in this course will be accepted late.

S3. Essays and assessments, combined, are worth 55% of your quarter grade.  Classwork and homework comprise the other 45%.

S4. If you miss your AP Lang class but come to school for another class or activity, you must submit any work that is due that day for AP Lang.

S5. Most of the essays that you will write are either analytical or persuasive essays.

S6. Allowing another student to copy 3 questions from your homework assignment is not technically cheating.

S7.  Most of what we read in AP Lang will be fiction, poetry, and drama.

S8.  Formal, take-home essays must be typed.

S9.  Every assignment you complete in this course will be graded and returned to you.

S10.  If your final quarter average is a 79.5%, you will receive a B for that quarter on your report card.

Classwork:  Go over syllabus, group activity about classroom rules, procedures, and expectations, introduced homework assignment and showed example of the assignment (posted under classroom documents)

Homework:  Due Friday - persuasive situation homework ; parent surveys

8/21

Warm-up:  Write your name in your Art of Styling Sentences book.  Review patterns for quiz.

Classwork: Quiz on Art of Styling Sentences, getting to know you activity, goal planning

Homework:  Student and Parent Surveys

8/20 - Welcome Back!!!!!

Hello, new AP Lang students!!

Throughout the year, I will have a daily post with the warm-up, classwork, and homework listed.  Please refer to this blog often!

Warm-up:  Review for Thank You for Arguing quiz.  Suggested terms to know - litote, chiasmus, and deductive reasoning.

1st period administrative tasks:  Distribute schedules, locker info, and ID badges
watch the Code of Conduct video
sign Code of Conduct forms

Classwork:  Thank you for Arguing Quiz
Icebreaker/Getting to Know You activities

Homework:  Study for tomorrow's The Art of Styling Sentences quiz, the suggested review questions at the back are a great way to recall sentence patterns.

Please feel free to email jodi.fetterolf@pgcps.org with any questions.

Spread the word to classmates who are supposed to be in AP Lang but don't have it on their schedule that they should come see Ms. Fetterolf, Ms. Anderson, or Ms. Hendricks before or after school or during their scheduled English class (with permission).

Summer Work

Reminder:  You can find the documents explaining summer work under the classroom documents link on the right side of this page.

You should all be wrapping up your work and reviewing over the next couple of weeks.  Enjoy the end of summer!