AP VIDEOS NOT YET DONE:
|
ap_test_update_april_29.docx | |
File Size: | 325 kb |
File Type: | docx |
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
ap-testing-guide-2020.pdf | |
File Size: | 10875 kb |
File Type: |
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
ap-student-exam-day-checklist.pdf | |
File Size: | 525 kb |
File Type: |
WE ARE OFFICIALLY IN AP REVIEW MODE...pretend you are in your college dorm and studying for your exams. Wear jammies or sweats, have lots of snacks, and invite your friends via Facetime to study with you.
For a sustained chuckle, click HERE |
BORED? Click on doc below.![]()
|
Here's another funny...![]()
|
STUDY SYLLABUS 4TH QUARTER GUIDELINES & ANNOUNCEMENTS
1. 4th Quarter officially starts March 30.
2. Manage your time and pace your WEEKLY study sessions listed below. Take breaks to exercise, get some sunshine, and collaborate from a distance with friends.
3. All essay practices will be timed and self-assessed using the 6-point rubric linked below. You should already have this handout too...it's a goldenrod color.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
ap_lang_essay_scoring_rubrics.pdf | |
File Size: | 241 kb |
File Type: |
4. All essays will be graded for participation points, so focus on the learning, not the grade.
5. ANY CANVAS assignments will be due by midnight on Fridays
STUDY SESSION 1-WEEK OF MARCH 30-APRIL 31. Herman Melville, who worked aboard a whaleship out of New Bedford for four years, drew on his own experiences at sea when he wrote the great whaling novel Moby Dick. This excerpt linked below includes the famous first paragraph of the novel and a portion of a confrontation between Captain Ahab and the great white whale, Moby Dick, which Ahab has been pursuing for years aboard the whaleship Pequod.
Assignment: Read the excerpt from Moby Dick HERE Assignment: go to CANVAS and complete TWO assignments called Moby Dick NEWSELA and Moby Dick Part 2-due by midnight on April 3 2. LETTER FROM BIRMINGHAM JAIL a. Watch this video: https://www.youtube.com/watch?v=XIpfCVt2eb4 b. (THE WHITE HANDOUT) Read Martin Luther King, Jr.'s "Letter from a Birmingham Jail" ANNOTATING FOR SPECIFIC EFFECTIVE RHETORICAL CHOICES that King makes to present and support his claims regarding the use of non violent civil disobedience to combat and change social injustices. c. REMEMBER: a rhetorical "choice" can be a specific TERM, such as repetition, figurative language, descriptive imagery, diction with emotional word choices, the use of contrast and/or comparison, the use of irony or sarcasm, an appeal to pathos, logos, or ethos, etc... OR a rhetorical "choice" can also be something you observe the writer doing (or even NOT doing) to achieve his/her rhetorical purpose, such as the CHOICES to relate a funny personal childhood experience to entertain the audience, or quote a line from a poem to make a rhetorical point/argument or introduce a topic or give the audience "food for thought," or cite examples from the past to strengthen an argument or claim, or TO NOT criticize someone or something that is negative, or to choose to focus on the positive aspects of the topic/argument, etc. ANYTHING WRITERS DO (OR EVEN DON'T DO) TO ACHIEVE THEIR PURPOSES CAN BE CONSIDERED A "RHETORICAL CHOICE." d. YOUR ASSIGNMENT: Complete a triple stuffed OREO paragraph in which you identify one rhetorical choice MLK JR makes in the letter from Birmingham Jail and analyze how this rhetorical choice helps King achieve his purpose of advocating for resistance to injustice through non-violent disobedience. Build your line of reasoning (OREO) using CDs from the text and use your 8 CM Stretcher strategies linked below to deepen and vary your CMs. SUBMIT YOUR OREO IN CANVAS NO LATER THAN SUNDAY, MIDNIGHT, APRIL 3. ![]()
3. CANVAS DISCUSSION. Participate in the CANVAS discussion called Study Session 1 by midnight April 3
4. AP VIDEO LESSONS 1-3 POSTED to the RIGHT a. watch and take light study notes on all three videos. b. Complete the assignment given at the end of video 3 that asks you to improve "Example #4." Type up and Submit your improved Example #4 on CANVAS by midnight 4/3 |
AP VIDEO LESSONS |
WELCOME BACK FROM SPRING BREAK!
BEFORE WE DIG INTO OUR WEEKLY AGENDA, please THOROUGHLY read the important info below:
A. ABOUT ALL THOSE COLORFUL PACKETS YOU PICKED UP IN THE HALLWAY...YOU ARE ONLY GOING TO NEED THE FOLLOWING:
1. Chapter 4 How to Approach the Essays: basic principles (purple)
2. Chapter 6 How to Approach the Rhetorical Analysis Essay (gray)
3. The Rubric-essay #2 only (golden rod)
4. Question 2-excerpt from Emmeline Pankhurst (buff)
5. Question 2-excerpt from Mark Twain (yellow)
6. Tone: A Tool of Persuasion (pink)-and we may not get to this one...we will see.
B. ABOUT HAND WRITING VS. TYPING YOUR ESSAY ON THE EXAM:
I STRONGLY recommend typed because then you can cut and paste and add in vs. scribbling changes on a hand-written essay. Also, if you hand write, you can't run a quick spellcheck over it, you have to allow time to take the pics for uploading, AND, you have to read the prompt on your phone rather than have it up on a computer screen because you can ONLY log into ONE device for this exam.
C. ABOUT OFFICE HOURS VIA GOOGLE MEET:
1. On our CANVAS HOME PAGE, I've spruced it up a bit and will be updating every week a "Weekly Assignments at a Glance." HOWEVER, you will absolutely need to visit our website for complete instructions and needed links/videos.
2. I have also included a link on the CANVAS HOME PAGE to a class GOOGLE MEET which will be available for live chats from 10-11 a.m. on Tuesdays and Thursdays if you feel so inclined.
D. ABOUT MY RIDICULOUSLY LONG EXPLANATIONS IN THE WEEKLY AGENDAS:
1. Sorry! But think of these explanations as "copies" of my class lectures. It's so hard not to be live in the classroom with you for discussions, announcements, and Q&As. So, I'm trying to be super thorough. And TRUST ME...if you read and study everything on this website and do all the practices and assignments, you WILL pass that blasted RA essay!
E. NOW ON WITH THE SHOW...
STUDY SESSION 2-WEEK OF APRIL 13-17
Please complete 7 assignments below by midnight Friday 4/17
1. Carefully read the information below a few times over and review the screenshots included.
UNDERSTANDING AND APPLYING THIS info AND info to come will make the difference between passing and not passing.
CAUTION: If you did not watch and take brief notes on AP lesson videos 1-3 assigned the week of March 30, you MUST go back and do so before you proceed any further. Otherwise, you will be LOST for the rest of quarter!!!
2. To sweep the spring break cobwebs out, review the screenshots below from Video Lessons 1-3 that show how to create a good OREO single layer by covering the 5 "tips" as shown in the screenshots. And the "tips" do not have to be in that exact order...AP is looking for in depth coverage and don't care how you order your CDs and CMs in your OREOs.
As you recall, your CANVAS assignment was completing the EXAMPLE #4 explained at the end of Video #3 which is basically a single layer in an OREO paragraph. It had one CD and 3 CMs total because you are adding in an extra CM specifically addressing why the CD was persuasive to the intended audience. To create a double stuffed/layered OREO paragraph, you would need two layers total; for a triple stuffed/layered OREO paragraph, you would need three layers.
You are shooting for three "double layer" OREOs or two "triple layer" OREOS in your essay. If time is at your heels, then try your very best to get two "double layer" OREOS.
3. Pull up and reread your "Videos 1-3" CANVAS submission before you move on...
4. Like in the screenshot examples, you can dedicate your first OREO to analyzing for the rhetorical situation (SOAPS) by commenting on writer/speaker (CM Stretcher #4) and audience (CM Stretcher #1) and why the rhetorical choices made by the writer in the text (CDs) are persuasive because they show an understanding of the intended audience's values and beliefs and emotions.
It is obvious from these videos that THE AP FOLKS WANT YOU TO EXPLAIN WHY THE RHETORICAL CHOICES MADE BY THE SPEAKER/WRITER IN THEIR TEXT WOULD BE PERSUASIVE TO THEIR INTENDED AUDIENCE. This is critical for in depth analysis and for getting the Sophistication Point item #1 which requires that you "explain the significance of relevance of the writer's rhetorical choices given the specific rhetorical situation in the text."
This is why we are going to add that "extra" CM in each layer of our OREO paragraph that specifically explains why the CD (which represents the rhetorical choices of the author) is PERSUASIVE to the intended AUDIENCE.
OK, I have beaten that info into your brain...I will give you a break for a minute...OK, go to Steps 5-7 below the screen shots to finish up this week's agenda.
2. To sweep the spring break cobwebs out, review the screenshots below from Video Lessons 1-3 that show how to create a good OREO single layer by covering the 5 "tips" as shown in the screenshots. And the "tips" do not have to be in that exact order...AP is looking for in depth coverage and don't care how you order your CDs and CMs in your OREOs.
As you recall, your CANVAS assignment was completing the EXAMPLE #4 explained at the end of Video #3 which is basically a single layer in an OREO paragraph. It had one CD and 3 CMs total because you are adding in an extra CM specifically addressing why the CD was persuasive to the intended audience. To create a double stuffed/layered OREO paragraph, you would need two layers total; for a triple stuffed/layered OREO paragraph, you would need three layers.
You are shooting for three "double layer" OREOs or two "triple layer" OREOS in your essay. If time is at your heels, then try your very best to get two "double layer" OREOS.
3. Pull up and reread your "Videos 1-3" CANVAS submission before you move on...
4. Like in the screenshot examples, you can dedicate your first OREO to analyzing for the rhetorical situation (SOAPS) by commenting on writer/speaker (CM Stretcher #4) and audience (CM Stretcher #1) and why the rhetorical choices made by the writer in the text (CDs) are persuasive because they show an understanding of the intended audience's values and beliefs and emotions.
It is obvious from these videos that THE AP FOLKS WANT YOU TO EXPLAIN WHY THE RHETORICAL CHOICES MADE BY THE SPEAKER/WRITER IN THEIR TEXT WOULD BE PERSUASIVE TO THEIR INTENDED AUDIENCE. This is critical for in depth analysis and for getting the Sophistication Point item #1 which requires that you "explain the significance of relevance of the writer's rhetorical choices given the specific rhetorical situation in the text."
This is why we are going to add that "extra" CM in each layer of our OREO paragraph that specifically explains why the CD (which represents the rhetorical choices of the author) is PERSUASIVE to the intended AUDIENCE.
OK, I have beaten that info into your brain...I will give you a break for a minute...OK, go to Steps 5-7 below the screen shots to finish up this week's agenda.
SCREENSHOTS from AP video lessons #1-3
5. AP VIDEO LESSON #4 & Review of the SOAPSTONES annotation tool for Rhetorical Analysis
a. First, PRINT out and set aside the document linked below "AP Lang Video Lesson 4" which is a summary of the video plus some extra stuff to ponder and pray about.
![]()
b. Watch with your full undivided attention Video #4 posted to the right. No need to take notes. I supplied you with a summary of the video and 4 screen shots to review.
c. PRINT OUT AND REVIEW THE SOAPSTONES ANNOTATION TOOL LINKED BELOW FOR RHETORICAL ANALYSIS. PRINT IT OUT AS A RESOURCE TO REFER TO AS NEEDED WHILE YOU ARE WRITING YOUR RHETORICAL ESSAY FOR THE AP EXAM.
This tool gives you guiding questions to ask about the speaker, occasion/context, audience and purpose...which will lead you to some awesome analysis about the rhetorical situation that the AP folks are so crazy about! This is an updated version of the SOAPSTONES doc; do NOT use an older copy. ![]()
d. Now spend 10-15 minutes REVIEWING the summary of video lesson #4 you printed out and the 4 screen shots to the right under the video. Then get a treat.
e. Finally, complete the paragraph assignment included at the end of the video and also explained on the CANVAS assignment. SUBMIT to CANVAS by Friday midnight. The assignment is called "Video Lesson 4" 6. ABIGAIL ADAMS & SHOOTING A ELEPHANT SAMPLE OREOS
Open the docs below and STUDY them carefully as examples of good OREOs in a rhetorical analysis essay. NOTICE THE EXTRA CM labeled in the Orwell example, and in the Adam's example, the whole OREO basically analyzes for speaker/writer and audience (Abigail and her son). If you think it would be helpful, print these out and put them under your pillow at night, laminate them and use as placemats when you eat, and print out enough to wallpaper the ceiling above your bed. You decide. ![]()
![]()
7. Mercy
a. GO TO CANVAS and complete the assignment called MERCY OTIS WARREN NEWSELA. ![]()
The 2 screenshots below are from AP. As you can see, they will be sending out info in the coming weeks to answer all questions about the exam. So, don't worry, be happy, and just keep studying along!COMIC RELIEF, anyone?!STUDY SESSION 3-WEEK OF APR 20-24
|
thatcher_prompt.pdf | |
File Size: | 124 kb |
File Type: |
4. Princeton Review Chapters 4 & 6
Read over (no need to annotate unless that works better for you) the following two packets:
Princeton Review Chapter 4: How to Approach the Essays: Basic Principles (purple packet)
Princeton Review Chapter 6: How to Approach the Rhetorical Analysis Essay (gray packet)
5. RESOURCE DOCS
a. Linked below is a Planning & Organizing document you need to PRINT and read over at least twice carefully. This will be a doc you review again before your exam and can also have out ready to look at while you are writing your essay!
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
planning_organizing_ra_essay_updated.docx | |
File Size: | 39 kb |
File Type: | docx |
b. As to the Rubric (golden rod handout) the readers will use to grade your essay, look at just the 2nd rubric chart pertaining to the Rhetorical Essay #2 for handy reference. Carefully read it over once right now :)
![Picture](/uploads/3/8/6/2/3862975/published/tulips.webp?250)
REMINDER: The 5 items in whatever order you think flows best = 1 single layer in an OREO
1. State your example (aka CD)
2. Explain your example (aka lead into your CD with a brief explanation of the quote means)
3. Analyze for Writer (see CM Stretcher #4 )
4. Analyze for Audience (see CM Stretcher #1)
5. Describe WHY the evidence (CD) would be persuasive to the intended audience (Extra CM)
AP video lesson #4 and screenshots
AP video lessons #5, 11 AND screenshots
VIDEO 11: AP English Language: Attacking the Rhetorical Analysis Free-Response Question
NOTE: SKIP AHEAD IN VIDEO AND START AT 14:33. The screen should say "Lesson Overview."
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
4-8_ap_practice_thatcher.pdf | |
File Size: | 124 kb |
File Type: |
AP video lesson #12, #13 and screenshots
VIDEO 12: AP English Language: Overview of the Rhetorical Situation
time for comic relief disguised as a lesson on how to use a semi colon...click HERE
STUDY SESSION 4-WEEK OF APR 27-MAY 1
|
commentary_verbs_ap_lang_updated_april_2020.docx | |
File Size: | 16 kb |
File Type: | docx |
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
story_leads.docx | |
File Size: | 16 kb |
File Type: | docx |
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
closing_strategies.docx | |
File Size: | 14 kb |
File Type: | docx |
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
8_cm_stretcher_strategies_updated_april_2020.docx | |
File Size: | 22 kb |
File Type: | docx |
2. AP VIDEO LESSONS #12
a. Watch Video lesson #12 to the right and review the screenshots with it. The assignment is pretty easy...you read a contemporary rhetorical text by writer Diane Gherrero and answer two multiple choice questions. I linked a copy of the assignment below the video.
TIP: To help you find the correct answer for question 1, which is identifying author exigence (or author's reason to write), I found it helpful to start each answer option with this phrase..."Because of...(insert each answer option here)...the author was prompted to write this text." Then choose the answer option that best describes the author's motivation to write.
HANG ON TO YOUR ANSWERS (no CANVAS submission required)...Video #13 will give you the answers :)
3. AP VIDEO LESSON #13
a. This will be easy and quick. Open the video and only watch from 3:24 to 9:22. That's it. The rest of the video is about how to write a great intro paragraph. No need to watch...just look at the two screen shots posted under the video to the right. One shows a "good" intro (which I personally think is all you will have time for); and the other screenshot shows a "great" intro. If you have a "good" intro and GREAT OREOs, THEN EVERYONE WILL BE HAPPY!
4. WRITING PRACTICE-MARK TWAIN FULL RA ESSAY
Read ALL THE STUFF below before you write the essay :) I INSIST.
PREWRITING: THIS NEXT BLURB WAS CUT AND PASTED FROM QUARTER 2...
READ IT AS A BRAIN REFRESHER NOW
ANNOTATING FOR SOAPSTONES IS A GREAT TOOL TO UNDERSTAND THE RHETORICAL SITUATION IN A TEXT, THE BASIC ORGANIZATIONAL PATTERNS AND MAIN IDEAS IN A TEXT AND TO FIND KEY QUOTES THAT WILL SUPPORT THE CLAIMS IN YOUR THESIS STATEMENT!
WHEN YOU ANSWER SOME OF THESE SOAPSTONES QUESTIONS BELOW IN YOUR ESSAY, YOU ARE CREATING INSIGHTFUL CMS. AP FOLKS LOVE IT WHEN YOU ANSWER THESE TYPES OF QUESTIONS!
* WHO IS THE SPEAKER (AKA WRITER/AUTHOR) AND WHAT KIND OF ETHOS (CREDIBILITY WITH THE AUDIENCE) DO THEY HAVE?
* WHAT IS THE SPEAKER'S EXIGENCE (MOTIVATION/REASON TO WRITE?) AND WHAT IS THE OCCASION/CONTEXT (THE WHEN AND WHERE) THAT SPURRED THE SPEAKER TO CREATE THIS TEXT?
* WHO IS THE INTENDED AUDIENCE AND WHAT CAN YOU TELL ABOUT THEIR BELIEFS AND VALUES FROM THE TEXT INTENDED FOR THEM?
* WHAT IS THE SPEAKER'S PURPOSE? (TO INSPIRE? TO CALL TO ACTION? TO SHOCK, TO AMUSE/ENTERTAIN, TO CRITICIZE, TO...)
* WHAT IS THE MAIN SUBJECT OR MESSAGE OF THE TEXT?
* WHAT ARE THE "POWER" WORDS/PHRASES THAT CARRY EMOTION, and REVEAL POSITIVE AND/OR NEGATIVE TONES OR ATTITUDES OF THE SPEAKER; ALSO LOOK FOR SHIFTS IN TONE AND IDENTIFY TONE AS _______________LY_________ . ALSO REMEMBER, TONE IS NOT A RHETORICAL STRATEGY...IT IS A RESULT OF RHETORICAL STRATEGIES, ESPECIALLY WORD CHOICES AND THEIR CONNOTATIONS/EMOTIONAL IMPACTS
* WHAT ARE THE RHETORICAL STRATEGIES/CHOICES USED TO ACHIEVE THE PURPOSE and/or INFLUENCE THE AUDIENCE? REMEMBER, ANSWERING THIS QUESTION IN DEPTH WILL GARNER YOU THE SOPHISTICATION POINT.
OK, TIME TO PRACTICE A FULL RA ESSAY WITH A VERY CHEEKY GUY...MARK TWAIN!
READ ALL INFO BELOW BEFORE YOU WRITE...
A. Find the yellow handout called Question 2 with the Mark Twain prompt in your stack of colored handouts you grabbed from the hallway.
B. Get out your resources that you might want to reference as you write, such as the 8 CM Stretchers, the Planning & Organizing doc, CVs and Transitions doc, story leads, closing strategies, or any of the screen shots from the AP Video Lessons.
C. You will time yourself 45 minutes, so don't spend too much time wallowing about in your resources. Just have them handy for a quick look if you need them.
YOU WILL TYPE this essay (as well as the actual essay on the exam May 20) because then you can cut and paste and modify your essay easily vs. scribbling changes on a hand-written essay. Also, if you hand write, you can't run a quick spellcheck over it, you have to take time to take the pics to upload it, AND, you have to read the prompt on your phone rather than have it up on a computer screen because you can ONLY log into ONE device for this exam. SO...PLAN ON TYPING YOUR ESSAY IF AT ALL POSSIBLE and ALSO HAVE IT HOOKED TO A PRINTER SO YOU CAN PRINT THE PROMPT TO ANNOTATE IT :)
D. Type the full essay to include: intro that is AT&T with a good opener lead, 2 triple Oreos OR 3 Double Oreos (or at the very least 2 Double Oreos), and a conclusion that restates the thesis and ends with a closing strategy like a compelling image/description or a larger significance or universal connection or a call to action, etc.
E. Remember that at least one of your Oreos should analyze for RHETORICAL SITUATION: you know, speaker/writer, audience, purpose, and persuasiveness to get the sophistication point.
F. Overall, try to use at least 4 different CM stretcher strategies: #1 (Audience), #4 (Writer), and two others from your collection of 8.
G. And no matter which CM stretcher you use, ALWAYS EXPLAIN WHY IT'S A PERSUASIVE RHETORICAL CHOICE BY THE WRITER THAT SHOWS HIS/HER UNDERSTANDING OF HIS/HER AUDIENCE! AP LOVES THAT!!
SET YOUR TIMER, AND START TYPING EITHER IN A GOOGLEDOC OR WORD DOC...GOOD LUCK!
a. Watch Video lesson #12 to the right and review the screenshots with it. The assignment is pretty easy...you read a contemporary rhetorical text by writer Diane Gherrero and answer two multiple choice questions. I linked a copy of the assignment below the video.
TIP: To help you find the correct answer for question 1, which is identifying author exigence (or author's reason to write), I found it helpful to start each answer option with this phrase..."Because of...(insert each answer option here)...the author was prompted to write this text." Then choose the answer option that best describes the author's motivation to write.
HANG ON TO YOUR ANSWERS (no CANVAS submission required)...Video #13 will give you the answers :)
3. AP VIDEO LESSON #13
a. This will be easy and quick. Open the video and only watch from 3:24 to 9:22. That's it. The rest of the video is about how to write a great intro paragraph. No need to watch...just look at the two screen shots posted under the video to the right. One shows a "good" intro (which I personally think is all you will have time for); and the other screenshot shows a "great" intro. If you have a "good" intro and GREAT OREOs, THEN EVERYONE WILL BE HAPPY!
4. WRITING PRACTICE-MARK TWAIN FULL RA ESSAY
Read ALL THE STUFF below before you write the essay :) I INSIST.
PREWRITING: THIS NEXT BLURB WAS CUT AND PASTED FROM QUARTER 2...
READ IT AS A BRAIN REFRESHER NOW
- A. NO COUNTERCLAIM OREO IN A RHETORICAL ANALYSIS AP ESSAY
- B. SINCE ESSAY IS TIMED, GET THE AT&T INTRO DONE WITH HOPEFULLY A QUICK CATCHY LEAD, THEN CHOOSE 2-3 RHETORICAL CHOICES TO WRITE ABOUT. YOU MIGHT ONLY HAVE TIME TO DELVE INTO TWO, BUT THAT'S OK.
- C. USE the 8 NEW AND IMPROVED CM STRETCHER STRATEGIES TO HELP YOU GENERATE QUALITY COMMENTARY-YOU MAY HAVE YOUR RESOURCE OUT WHILE YOU WRITE.
- D. REMEMBER THAT AT LEAST ONE OF YOUR OREOS SHOULD DELVE DEEPLY INTO ANALYZING FOR THE RHETORICAL SITUATION (SOAPS) INCLUDING THE WRITER AND HIS/HER PURPOSE & EXIGENCE, THE INTENDED AUDIENCE, THE OCCASION/CONTEXT OF THE TEXT, AND WHY/HOW THE TEXT IS PERSUASIVE, ACHIEVING ITS PURPOSE TO PERSUADE THE INTENDED AUDIENCE IN SOME WAY.
- E. AS YOU ANNOTATE, make notes FOR SOAPS (AKA RHETORICAL SITUATION) AND look for effective RHETORICAL CHOICES THE AUTHOR MAKES TO PERSUADE THE AUDIENCE. THESE "CHOICES" CAN BE DEVICES (i.e. alliteration, repetition, figurative language, positive or negative diction, etc.) OR STRATEGIES/IDEAS (i.e. the use of rhetorical appeals like pathos, the way a writer organizes the text, the use of historical examples or a quote from a poem to illustrate a point, the way an author relates to his audience through a shared belief or value, etc.)
ANNOTATING FOR SOAPSTONES IS A GREAT TOOL TO UNDERSTAND THE RHETORICAL SITUATION IN A TEXT, THE BASIC ORGANIZATIONAL PATTERNS AND MAIN IDEAS IN A TEXT AND TO FIND KEY QUOTES THAT WILL SUPPORT THE CLAIMS IN YOUR THESIS STATEMENT!
WHEN YOU ANSWER SOME OF THESE SOAPSTONES QUESTIONS BELOW IN YOUR ESSAY, YOU ARE CREATING INSIGHTFUL CMS. AP FOLKS LOVE IT WHEN YOU ANSWER THESE TYPES OF QUESTIONS!
* WHO IS THE SPEAKER (AKA WRITER/AUTHOR) AND WHAT KIND OF ETHOS (CREDIBILITY WITH THE AUDIENCE) DO THEY HAVE?
* WHAT IS THE SPEAKER'S EXIGENCE (MOTIVATION/REASON TO WRITE?) AND WHAT IS THE OCCASION/CONTEXT (THE WHEN AND WHERE) THAT SPURRED THE SPEAKER TO CREATE THIS TEXT?
* WHO IS THE INTENDED AUDIENCE AND WHAT CAN YOU TELL ABOUT THEIR BELIEFS AND VALUES FROM THE TEXT INTENDED FOR THEM?
* WHAT IS THE SPEAKER'S PURPOSE? (TO INSPIRE? TO CALL TO ACTION? TO SHOCK, TO AMUSE/ENTERTAIN, TO CRITICIZE, TO...)
* WHAT IS THE MAIN SUBJECT OR MESSAGE OF THE TEXT?
* WHAT ARE THE "POWER" WORDS/PHRASES THAT CARRY EMOTION, and REVEAL POSITIVE AND/OR NEGATIVE TONES OR ATTITUDES OF THE SPEAKER; ALSO LOOK FOR SHIFTS IN TONE AND IDENTIFY TONE AS _______________LY_________ . ALSO REMEMBER, TONE IS NOT A RHETORICAL STRATEGY...IT IS A RESULT OF RHETORICAL STRATEGIES, ESPECIALLY WORD CHOICES AND THEIR CONNOTATIONS/EMOTIONAL IMPACTS
* WHAT ARE THE RHETORICAL STRATEGIES/CHOICES USED TO ACHIEVE THE PURPOSE and/or INFLUENCE THE AUDIENCE? REMEMBER, ANSWERING THIS QUESTION IN DEPTH WILL GARNER YOU THE SOPHISTICATION POINT.
OK, TIME TO PRACTICE A FULL RA ESSAY WITH A VERY CHEEKY GUY...MARK TWAIN!
READ ALL INFO BELOW BEFORE YOU WRITE...
A. Find the yellow handout called Question 2 with the Mark Twain prompt in your stack of colored handouts you grabbed from the hallway.
B. Get out your resources that you might want to reference as you write, such as the 8 CM Stretchers, the Planning & Organizing doc, CVs and Transitions doc, story leads, closing strategies, or any of the screen shots from the AP Video Lessons.
C. You will time yourself 45 minutes, so don't spend too much time wallowing about in your resources. Just have them handy for a quick look if you need them.
YOU WILL TYPE this essay (as well as the actual essay on the exam May 20) because then you can cut and paste and modify your essay easily vs. scribbling changes on a hand-written essay. Also, if you hand write, you can't run a quick spellcheck over it, you have to take time to take the pics to upload it, AND, you have to read the prompt on your phone rather than have it up on a computer screen because you can ONLY log into ONE device for this exam. SO...PLAN ON TYPING YOUR ESSAY IF AT ALL POSSIBLE and ALSO HAVE IT HOOKED TO A PRINTER SO YOU CAN PRINT THE PROMPT TO ANNOTATE IT :)
D. Type the full essay to include: intro that is AT&T with a good opener lead, 2 triple Oreos OR 3 Double Oreos (or at the very least 2 Double Oreos), and a conclusion that restates the thesis and ends with a closing strategy like a compelling image/description or a larger significance or universal connection or a call to action, etc.
E. Remember that at least one of your Oreos should analyze for RHETORICAL SITUATION: you know, speaker/writer, audience, purpose, and persuasiveness to get the sophistication point.
F. Overall, try to use at least 4 different CM stretcher strategies: #1 (Audience), #4 (Writer), and two others from your collection of 8.
G. And no matter which CM stretcher you use, ALWAYS EXPLAIN WHY IT'S A PERSUASIVE RHETORICAL CHOICE BY THE WRITER THAT SHOWS HIS/HER UNDERSTANDING OF HIS/HER AUDIENCE! AP LOVES THAT!!
SET YOUR TIMER, AND START TYPING EITHER IN A GOOGLEDOC OR WORD DOC...GOOD LUCK!
5. WHEN THE 45 MINUTES ARE UP...
a. Consult your AP essay rubric FOR ESSAY #2 RHETORICAL ANALYSIS (see golden rod handout..I also linked it below) and self score out of 6 after you ponder and pray...see step b. below...
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
ap_lang_rubric_2020.pdf | |
File Size: | 230 kb |
File Type: |
b. PONDER AND PRAY ABOUT THESE BURNING QUESTIONS...
Did you have at least two triple OREOS or three double OREOS? If in at least one OREO, did you analyze for writer (Twain) and audience (who did you think Twain intended to read this?) and why the writer's choices were persuasive and helped him to achieve his purpose and deliver his message successfully? Then you should get the sophistication point. This would be a great piece to discuss TONE because Twain is sarcastic and witty.
c. Find at least one other person from class to read and give you positive and critical feedback on your essay. Then in the Discussion link on CANVAS called "Twain Essay Feedback," please BRIEFLY summarize the feedback you received on your essay: What did you do right? Where can you improve? If you were unable to get a friend to give you feedback, then do a self assessment.
Did you have at least two triple OREOS or three double OREOS? If in at least one OREO, did you analyze for writer (Twain) and audience (who did you think Twain intended to read this?) and why the writer's choices were persuasive and helped him to achieve his purpose and deliver his message successfully? Then you should get the sophistication point. This would be a great piece to discuss TONE because Twain is sarcastic and witty.
c. Find at least one other person from class to read and give you positive and critical feedback on your essay. Then in the Discussion link on CANVAS called "Twain Essay Feedback," please BRIEFLY summarize the feedback you received on your essay: What did you do right? Where can you improve? If you were unable to get a friend to give you feedback, then do a self assessment.
6. SUBMIT both your essay in CANVAS; the assignment is called "MARK TWAIN" by SUNDAY midnight May 3
7. Participate in the "Twain Essay Feedback" DISCUSSION on CANVAS as described above under letter 'c.' by SUNDAY midnight May 3
STUDY SESSION 5-WEEK MAY 4-8
ALL assignments are due in CANVAS by midnight Friday 5/8
MONDAY MAY 4
The following reading is from AP CollegeBoard, who are longer-winded than I am. You should complete this reading by the end of the week, so, pace yourself, LOL!
1. At the top of this webpage under Breaking News, there are 3 docs. I sent these out in a CANVAS announcement on April 30.
You should have already downloaded and saved them to your desktop and printed the third one called "Exam Day Checklist." If you haven't, do so now.
Open up the first and second docs ("AP test update" and "AP testing guide.")
Read through the first doc (short version), and follow its instructions for referring to the second doc (long version).
By the time you wade through these docs...you should have ALL your questions and concerns addressed. If not, email me!
2. PRINT out the Essay Blueprint doc below in color if possible and read it carefully.
THIS ESSAY BLUEPRINT WILL BE YOUR ROAD MAP, YOUR YELLOW BRICK ROAD TO PASS THE ESSAY.
PRINT IT ALL in COLOR ASAP
STUDY IT NIGHTLY ALONG WITH YOUR 8 CM STRETCHER STRATEGIES
PLACE IT BY YOUR COMPUTER ON TEST DAY.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
essay_blueprint.docx | |
File Size: | 2261 kb |
File Type: | docx |
3. BECOME VERY FAMILIAR WITH THIS DOC BEFORE THE TEST...YOU WON'T HAVE TIME TO PAW THROUGH PAPERS WHEN YOU ARE TYPING UP YOUR ESSAY.
Combined with the 8 CM stretcher doc and your brain, That will be a WINNING TEAM!
4. Video Lesson #15 Writing great conclusions
All you have to do here is look at the screen shots below the posted video. If you have time or desire, you can watch the video too :) No assignment or notes required for this video.
TUESDAY MAY 5
Pause for a cool vocab word...
Zeitgeist
ZAIT-gaist
Part of speech: noun
Origin: German, mid-19th century
1
The defining spirit or mood of a particular period of history as shown by the ideas and beliefs of the time.
Examples of Zeitgeist in a sentence
"She wanted to embrace the zeitgeist of the 1980s for her birthday party."
"The bestselling book captured the zeitgeist of the college experience."
YOU COULD USE THIS COOL WORD WHEN YOU TALK ABOUT THE PREVAILING CONTEXT OR OCCASION IN WHICH A TEXT WAS BORN...LIKE DESCRIBING THE "ZEITGEIST" OF THE AMERICAN CIVIL RIGHTS MOVEMENT IN THE 60's in which Martin Luther King, Jr. gave his "I Have a Dream" speech :)
1. Take a look at your printed "AP exam day checklist" document. Complete the first four simple tasks. Put a check mark in each of the four little boxes as you complete the tasks. Set aside.
NOTE: if you did not receive your e-ticket in your email, go to your student account at myap.collegeboard.org and sign in. It should be there as well.
2. Video Lesson#16 Understanding line of reasoning
a. For this video, skip to 8:40 and watch to the end.
b. Complete the assignment that asks you to read and practice annotating for SOAPS and for how the text is organized into different "patterns" or "sections" or even "shifts" in topic or tone, which in turn helps you see the flow of the speaker/writer's line of reasoning (development of their persuasive message) from beginning to end.
The text you will need to PRINT and annotate for the assignment is linked below video #16 .
c. Take a pic of your annotations/margin notes and submit to CANVAS by midnight Friday. The assignment is called "Last Child in the Woods"
3. WRITING PRACTICE WITH A SPEECH BY Judge Learned Hand...you will write a GREAT intro + one OREO, not timed, so you can focus on PRACTICING AND APPLYING AND REMEMBERING the skills AP folks are looking for.
The prompt for this writing practice is a short speech by an American judge named Learned Hand (strange name, I know! What were his parents thinking?)
a. Open this LINK, PRINT the speech and ANNOTATE using our SOAPSTONES method you practiced in AP Video Lesson #11 (review screen shots under Video #11) on "attacking" the prompt by annotating for rhetorical situation, main ideas, key lines, and if time, the "chunks" of the speech that represent the basic structure and organization of the speech...its beginning, middle, and end ideas.
b. Get out the following resources you have already printed to help you with part c:
*8 CM Stretcher Strategies,
*Planning & Organizing the Rhetorical Essay
*Story Leads for a good opener in your intro paragraph
*Commentary Verbs/Transitions
c. Using the prompt below, write an intro paragraph AND the first OREO (a double stuffed/layered) as instructed below:
PROMPT: COPY AND PASTE THIS AMAZINGLY EXPLAINED PROMPT INTO A WORD OR GOOGLEDOC AT THE TOP, THEN WRITE AN INTRO PARAGRAPH AND THE FIRST OREO BELOW IT.
Learned Hand is often considered the greatest American judge to never sit on the Supreme Court. For more than 50 years, he served as a federal judge, most of the time on the U.S. Court of Appeals for the Second Circuit in New York.
Judge Hand gained public acclaim for a speech on "The Spirit of Liberty" given during World War II. Hand delivered this address in 1944 in New York's Central Park, where 1.5 million people gathered for an event billed as "I Am an American Day." Hand aimed his remarks at 150,000 newly naturalized US citizens.
Read the speech carefully, then write a "GREAT" intro and one well-developed OREO body paragraph that analyzes one persuasive rhetorical choice/device/strategy Learned Hand uses to convey his message and achieve his purpose.
(Review the screenshot from Video Lesson #13 below for examples of GREAT intros.)
d. OK, now WRITE A "GREAT" INTRO PARAGRAPH. MAKE SURE YOU HAVE A CLEAR AND STRAIGHTFORWARD THESIS! Your STORY LEAD resource can prove useful here as well.
e. ADD YOUR INTRO PARAGRAPH TO YOUR WORD OR GOOGLEDOC WHERE YOU HAVE COPIED/PASTED THE PROMPT.
f. NOW ON TO THE FIRST OREO (double stuffed)-BUT if you're feeling bored or jazzy, go ahead and make it a triple!
REVIEW THE BASIC OREO FORMAT BELOW BEFORE YOU DIG IN...remember, you are going for an in depth analysis of the text's rhetorical situation, so the order you put your five steps in doesn't matter...just have all 5!
OREO
WRITE A TOPIC SENTENCE WHICH rephrases the FIRST SUPPORTING REASON YOU GAVE IN YOUR THESIS and acts as your "CLAIM' for your whole body paragraph (OREO)
NEXT ADD OREO LAYER ONE WHICH ANALYZES THE RHETORICAL SITUATION IN THE TEXT
1. CD (concrete detail/quote/evidence/example from the text) of a rhetorical choice made by the writer
2. Explanation/Introduction of the CD-which is basically the “lead in” to set up and introduce the CD. It also helps you avoid quote bombs!
3. COMMENTARY: Analyze for Writer- see CM Stretcher #4
4. COMMENTARY: Analyze for Audience-see CM Stretcher #1
5. EXTRA COMMENTARY: Describe why the rhetorical choice is persuasive AND how it achieves the writer/speaker’s purpose(s).
Before you continue...double check your first OREO layer against the familiar screenshot below from Video Lesson #3. Do you have all 5 "tips?"
If not, go back and add what you are missing to your first layer.
NEXT ADD OREO LAYER TWO WHICH INCLUDES THE 5 STEPS. THIS TIME TRY TO INCLUDE SOME DIFFERENT CM STRETCHER STRATEGIES. See your 8 CM Stretchers doc and choose from #2, 3, 5, 6, 7, or 8...whichever FITS the passage.
TRIPLE LAYER IS OPTIONAL.
4. SUBMIT YOUR INTRO + OREO IN CANVAS by Friday, midnight. The assignment is called "Judge Learned Hand"
WEDNESDAY MAY 6
1. Take out your AP Exam Day Checklist doc and complete the next three tasks to check off which includes a practice exam demo at cb.org/apdemo
Check out the screenshot below is from the Testing Guide (that big long doc).
2. Video Lesson#17 paragraphs that support a line of reasoning AKA BUILDING AN OREO!
a. Watch the entire video. The first part reviews your CANVAS assignment from Video #16. Pull up your picture you submitted of your annotation notes to compare and review.
b. The rest of the video is just making OREOs. They may use different "names" or "acronyms," but it's still our beloved OREO body paragraph. So, just watch and enjoy. I put a few key screenshots under Video 17 for you review as well.
2. Video Lesson #18 selecting the best CDs
Start video at 4:46 and watch it to the end. DO NOT do the assignment that asks you to find quotes for a specific topic sentence. I think you guys are really good at choosing the best CDs that directly and effectively support/prove whatever claim you make in each OREO's topic sentence.
Below is a SCREENSHOT from Video Lesson #19 with a chart that shows two well-chosen "appropriate" quotes that specifically support the claim in the topic sentence. Check it out :)
3. Video #19 is not going to help you with exam prep; it's an interview with actor Tony Hale (Arrested Development, Veeps). If you are interested in seeing it, you can google "AP Language Tony Hale" and find it on youtube :)
THURSDAY MAY 7
1. Let's go back to your AP Exam Day Checklist doc and complete the last four tasks and check them off.
Just review the screenshot below to check off the last box about security guidelines.
2. Video Lesson#20 AP Language: Incorporating Commentary in Rhetorical Analysis Essays
a. Before you watch, please PRINT out the second screen shot below the video which shows a Sample A and Sample B paragraph. You will also want to grab a couple of colored pencils.
b. Watch the video and follow the teacher's instructions along the way.
c. Complete the assignment to "add CMs" to a student OREO provided in the video. The screenshot is below so you can print it out and complete it. Take a pic of it and SUBMIT to CANVAS before Monday 5/11. The assignment is called "Ghandi Loves CMs"
FRIDAY MAY 8
1. Video Lesson #21 Identifying Irony in a Passage Though Rhetorical Choices
This video will be about how writers may signal a complex or ironic perspective through stylistic choices. Irony may emerge from the differences between an argument and the readers’ expectations or values.
JUST WATCH THE FIRST FEW MINUTES THAT REVIEW THE GHANDI OREO WHERE YOU PROVIDED THE CMS.
REFLECT ON WHAT YOU WROTE AS WELL AS THE STUDENT SAMPLE IN THE VIDEO AND IN THE SCREENSHOT BELOW. REMEMBER, WHAT IS HIGHLITED IN GREEN IS CM, AND THE YELLOW IS CDS. YOU SHOULD HAVE TWICE AS MUCH CM AS YOU DO CDS.
2. WHEN YOU HAVE COMPLETED THAT SEGMENT OF THE VIDEO...click on the "Student Sample Essays FRQ2" linked below for Ghandi and just read through them.
Then click on the "Student Scores and Feedback" link and study the scores and feedback these essays received from AP. Pay special attention to the high-scoring essays.
LINKS:
Student Sample Essays FRQ2 2019 Ghandi
https://secure-media.collegeboard.org/ap/pdf/ap-english-language-and-composition-2019-frq2-samples-2020-rubrics.pdf
Student Scores and Feedback for the Ghandi essays 2019
https://secure-media.collegeboard.org/ap/pdf/ap-english-language-and-composition-2019-frq2-scoring-commentaries-2020-rubrics.pdf
3. NOW WATCH THE REST OF VIDEO #21 WHICH CONTAINS A GREAT DISCUSSION OF SATIRE AND IRONY. You might get a text like this, which would be fun to analyze! Look a the screenshot below the video...I like the way she annotated and organized her notes...it would be pretty easy from there to organize and write the essay.
4. Complete the assignment explained at the end of Video #21. See the second screenshot under Video #21...print it out or you can print out the doc linked below it. Finish the annotations and answer the questions in the margin for the 2nd half of the passage as demonstrated in the video. Take a pic of your assignment and submit to CANVAS by midnight on 5/8.
The assignment is "Video Lesson #21"
5. FINALLY, do the 4 minute work out with Mr. Motivator. Video below!
WEEKEND MAY 9,10
RELAX AND DO SOME FUN STUFF FOR MENTAL AND PHYSICAL WELLNESS.
AND...
Complete the work described below for Video Lessons 23-24 ( we did 22 in Q1)
I have truncated them a bit for you!
Screenshot below is a suggested guideline on how to pace your essay within the 45 minutes.
Screenshot below is a resource links page from AP College Board
1. Video lesson#23 is all about SYNTAX, which can be very dicey to analyze on a timed essay. And kind of boring too...so, just watch the first 6 minutes and 21 seconds of this video to review your last assignment from the previous video lesson :)
2. Video lesson#24 is worth the watch because it talks about how to analyze for repetition (a student favorite!) and parallel sentence structures in a passage. The video explains really well the differences between repetition and parallelism AND it also includes a sample from a student writer who uses CVs to introduce her CMs! It's THRILLING!
SO...
Forward Video #24 to 10:02 and start watching from there. You will have a short assignment to do at the end where you are to do the following:
1. identify the main claim/argument in a sample paragraph THEN annotate for examples of repetition and parallel sentence structures. Should not take you long :)
I have linked the paragraph below.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
4-27_ap_practice_id_main_claim_and_repetition_and_or_parallel_sentence_structure.docx | |
File Size: | 12 kb |
File Type: | docx |
okay...we are in the last mile of AP boot camp...get a big swig of Gatorade and let's get down to business (to defeat the Huns)
MONDAY MAY 11
1. Video lesson#25 reviews the practice assignment from the last video the teaches you about TONE or ATTITUDE (soapTONEs)-yeah!
2. You will look at how to identify a writer's tone through his/her word choices (especially words that convey a lot of possible meanings/associations/emotions), his/her syntax, his/her descriptive imagery, and/or his/her selection of details.
3. You will also learn how to look for and analyze shifts in tone within a passage. For example, a tone might shift from academically informative to passionately descriptive in the same passage.
4. My reminder...try to identify TONE in this format:
____________ly___________
For example, perhaps the tone of a passage was lightly amused, or scathingly satirical, or boldly defiant, or...
5. That way, your tone identification is precise and specific vs. generic and broad.
6. Complete the practice explained at the end of the video using the passage describing the Mississippi River. It's very cool. Print it (linked below) and annotate for words, syntax, images, details that might reveal tone--(John M. Barry's attitude/feelings toward the Mississippi River).
7. Then mark and annotate any places where the tone shifts from one feeling to another (or shifts from a mild to a strong feeling...that's a tone shift too!) SUBMIT a PICTURE OF YOUR ANNOTATIONS IN CANVAS UNDER "MISSISSIPPI RIVER" by Friday midnight.
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
4-28_prompt_for_ap_practice__1_.pdf | |
File Size: | 94 kb |
File Type: |
8. Optional: Quizlet Flashcards to study tone words linked HERE
TUESDAY MAY 12
1. Video lessons #26, 27, AND 28
So, if you have time and desire, you can watch all three videos...they are now looking at how to "put everything they have taught you together" in an essay that is both cohesive (everything in your essay helps to support your thesis) and fluent (your words flow well because you are using transitions and CVs).
At the very least, please read my summary above each video and take a peek at the screenshots below each video. A lot of it will be reviews of previous lessons/concepts :)
THERE ARE NO ASSIGNMENTS WITH THESE THREE VIDEOS.
WEDNESDAY, THURSDAY, and FRIDAY, MAY 13, 14 and 15
PICK ONE OF THE FOLLOWING ESSAY PRACTICES AND COMPLETE BY SUNDAY NIGHT, MAY 17 on CANVAS under "Last Practice Essay"
NOTE: IF YOU CHOOSE OPTION 3, I STILL HIGHLY RECOMMEND YOU WATCH VIDEO 30 AND/OR VIDEO 32 BECAUSE THEY GO OVER ESSAY TIPS AND STRATEGIES PLUS REVIEW HOW TO SUBMIT YOUR ESSAY ON TEST DAY.
OPTION 1 -Time yourself 45 minutes on the essay prompt from Video Lesson #29. Just start the video, and the teacher will walk you through. After you finish your essay, watch the follow up Video Lesson #30 to go over your essay.
Submit your essay in CANVAS.
OPTION 2 -Time yourself 45 minutes on the essay prompt from Video Lesson #31. Just start the video, and the teacher will walk you through. After you finish your essay, watch the follow up Video Lesson #32 to go over your essay.
Submit your essay in CANVAS.
OPTION 3 -Untimed.
1. Pull up and reread the RFK speech from last December linked below.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
rfk_speech_upon_assassination_of_mlk.docx | |
File Size: | 13 kb |
File Type: | docx |
2. Go to CANVAS, click on Syllabus, scroll to Dec 2 and open and reread your RFK (Robert F. Kennedy) intro + OREO submission.
3. Look over the screen shots under Video #13 about good vs. great intros and turn your current intro into a GREAT one based on the tips and info. Copy your new and improved intro into a googledoc or Word doc. If you NEVER TURNED IN THE RFK assignment, then start from scratch, baby!
4. Next, copy and paste your original OREO paragraph under the intro on your doc.
5. Now, add a second OREO to this essay based on what you said in your thesis would be your second supporting reason for your claim. In this OREO, specifically analyze for speaker/writer, audience, purpose, message and why your selected quotes from RFK's brilliant speech are persuasive in establishing RFK's ethos/credibility, in understanding and appealing to the emotions of his audience, and in achieving the purpose of the speech.
Before you write your second OREO, carefully consider these questions about the Rhetorical Situation (SOAPSTONES) to guide your response:
* What rhetorical choices does RFK make that show his understanding of OCCASION/CONTEXT (assassination of MLK during the Civil Rights Movement) and the volatility of the situation.
*How did his rhetorical choices reveal his own values, beliefs, and emotions? (WRITER AND HIS ETHOS)
* What do you think his main PURPOSE(s) is in this speech?
*How did his rhetorical choices reflect his understanding of and sensitivity towards his AUDIENCE?
6. Finally, Add a GREAT conclusion (see screenshots under Video Lesson #15
Submit your essay in CANVAS.
Thank you, Quincy, for this video...laughed until my stomach hurt!
WEEKEND 5/16, 17
1. LAST Video lesson#33 TIPS, TRICKS, AND BEST WISHES! Just watch and enjoy!
2. MY LAST PLEA...IF YOU HAVE TIME & HAVE NOT ALREADY WATCHED THESE, PLEASE WATCH VIDEOS #30 AND #32. SUPER GREAT WAY TO POLISH UP AND PREPARE FOR THE EXAM IN A FEW DAYS
MONDAY MAY 18
GET OUT & REVIEW YOUR ESSENTIAL RESOURCES BELOW:
*THE ESSAY BLUEPRINT DOC
*8 CM STRETCHERS DOC
*Your AP EXAM DAY CHECKLIST DOC
*The Self Assessment Checklist from Video 30 and 32 is also a nice thing to have handy to keep you focused and thorough. It is linked below:
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
self_assessment_checklist_to_use_on_an_ra_ap_lang_essay.pdf | |
File Size: | 134 kb |
File Type: |
This is a cool bedtime story you might be telling your kids/grandkids someday...
TUESDAY MAY 19
1. PREPARE YOUR TESTING SPACE
2. CHECK YOUR COMPUTER/LAPTOP
3. GET OUT & REVIEW ONE MORE TIME YOUR ESSENTIAL RESOURCES BELOW:
*THE ESSAY BLUEPRINT DOC
*8 CM STRETCHERS DOC
*Your AP EXAM DAY CHECKLIST DOC
Also included below is Dallin Walker's "cheat sheet"
Don't stress...no matter what happens, you will still be an awesome young person destined to live a colorful, joyful, challenging life. This test does not define you, nor will it interfere with your passions and aspirations. Thank you for the honor and pleasure of being part of your educational journey---love you all! BUENA SUERTE!
Humor is my way of coping with the tough stuff. Below is a collection of fave memes and cartoons...please know I do not mean to offend anyone. I giggle at funerals too...it's a stress relief valve.
AFTER THE EXAM...
nothing. just turn in late or makeup work if you need to for a better grade. otherwise...nothing. you are done!
READY FOR SUMMER?
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
4-9_ap_practice_guerrero_text.pdf | |
File Size: | 122 kb |
File Type: |
VIDEO 13: AP English Language: Constructing Introductions for a Rhetorical Analysis Essay
Screenshot of a GOOD intro paragraph
Screenshot of a GREAT intro paragraph...but save the bulk of your time to build those OREOS.
GOOD VS. GREAT Intro paragraphs at a glance
AP video lesson #14, #15, #16 and #17 plus screenshots
VIDEO 14: AP English Language: Crafting a Thesis Statement for a Rhetorical Analysis Essay
GOOD thesis statements are DEVICE driven...this will be JUST FINE!
GREAT thesis statements are STRATEGY driven...BUT
DO NOT spend a lot of time here. You can go back and tweak the thesis if you have time.
Time for a snack...take a break while you watch this guy eat...
VIDEO 15: AP English Language: constructing sophisticated Conclusions for a Rhetorical Analysis Essay
Below is an example of a "GOOD" conclusion and will be totally fine! It should only take you a minute or two to construct, so save a bit of time at the end of your 45 minutes to dash it out. Remember NOT TO REPEAT your thesis, but rather rephrase it.
Both conclusions below are considered "GREAT." Notice that simply by adding an opening sentence that addresses either a "larger significance" of the essay's topic/message, (sample A) or a "compelling image," (sample B), you can up your game on the conclusion.
Here's another example of a GREAT conclusion.
VIDEO 16: AP English Language: Understanding Line of Reasoning (basically building OREOs in a logical and organized way) START AT 8:40 AND WATCH THE REST.
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
ap_exam_practice_4_15.pdf | |
File Size: | 175 kb |
File Type: |
In screenshot below, analyzing for "rhetorical situation" is basically using SOAPS (for at least 20 seconds under hot running water, LOL)
Below shows possible annotation examples of how to label how the text is organized into parts and patterns, to spot rhetorical choices, shifts in tone, subject/topic or other shifts, and to spot the juiciest quotes.
Screenshot below is from Video #17 at the beginning.
VIDEO 17: AP English Language: Developing a paragraph that supports a Line of Reasoning -
IN OTHER WORDS, MAKE AN OREO!!!
So...just make OREOs, use your Commentary verbs and transition words and your CM stretcher strategies and you'll be fine!
(FYI: The screenshot below shows a DOUBLE OREO):
1. The Assertion is your topic sentence derived from your thesis' supporting arguments.
2. Examples = CDs
3. Explanations = CMs
4. Significance = Concluding sentence that reiterates the topic sentence, tying it back to what your thesis says.
5. Throw in CVs and Transitions to create a flow and logic to your essay.
Time for another snack and tortoise eating Corona Virus video...watch the first minute (the first attack) and last minute (the victory) if you are in a rush, LOL
AP video lesson #18 and #20 plus screenshots
VIDEO 18: AP English Language: Selecting appropriate evidence. (In this case, the word "appropriate" means well chosen to support the claim you laid out in your OREO's topic sentence rather than G-rated, LOL)
Start the video at 4:46.
Read carefully the screen shot below how you are scored on your CDs
Below screenshot is nice, but you do have to move quickly. I think you can automatically tell which quotes/examples/CDs are "best of show" as you are reading/annnotating the text.
Just make sure the CDs you end of using clearly SUPPORT the claim/main idea in the topic sentence of the OREO. Everything in your OREO should tie back to the claim in your topic sentence.
Remember, the topic sentence for your OREO comes from your thesis statement in the intro paragraph AND is basically the MAIN IDEA or CLAIM for that OREO, so all CDs need to help "prove" or "support" the topic sentence. The trick is to choose CDs the BEST support the claim in your topic sentence
In a nutshell...when choosing CDs
Video #20 AP Language: Incorporating Commentary in Rhetorical Analysis Essays
What the rubric says about CMs!!!
Print out the screenshot below before you watch Video #20
Below, "commentary" (CMs) is categorized in 3 broad areas
The three screenshots below examine those three broad areas in more detail, giving guided questions that can help you create great CMs about your CDs.
And this is where I start harping about our special 8 CM Stretcher strategies that can also help you create sophisticated CMs as well. It's now officially a PARTY!
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
8_cm_stretcher_strategies_updated_april_2020.docx | |
File Size: | 22 kb |
File Type: | docx |
Video #21 AP Language: Identifying Irony (and Satire) in a passage for a Rhetorical Analysis Essay
Annotation/Organized notes of a satirical piece...a great way to get ready to write the essay.
Here is your assignment for Video #21. You will complete the annotation exercise for the 2nd half of the passage.
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
the_onion_video_21.pdf | |
File Size: | 212 kb |
File Type: |
Video #23 AP Language: Identifying and Analyzing Syntax as a Rhetorical Choice...JUST WATCH FROM BEGINNING TO 6:21 as a review of your assignment from last video.
SKIP THE REST. SYNTAX (SENTENCE LENGTHS, TYPES, PUNCTUATION, ETC.) IS TOO RISKY AND DIFFICULT TO WRITE ABOUT IN A TIMED ESSAY; AP DOESN'T EVEN RECOMMEND IT!
Video #24 AP Language: Identifying and Analyzing Relationships Between Elements of a Text
Screenshots below help you see how you can analyze a writer's use of repetition and/or parallel sentence structures as a rhetorical choice.
NOTE: I know I steered you away from other syntax elements like length and types of sentences and punctuation (Video lesson 23)...but repetition and/or parallel sentence structure is easier to spot & analyze on the whole :)
In the screenshot below, notice all the CVs the student uses: "symbolize" in line 8, "creates" in line 10, "highlights" in line 15 and "utilizes" in line 17. COOL!
Video #25 AP Language: Identifying and Analyzing Tonal Shifts in a Passage
To Identify Tone (attitude of writer toward the subject/topic), consider word choices (positive/negative/neutral), syntax (the way sentences are constructed and laid out may signal the way a writer feels about the subject), images (sights, smells, sounds, textures/movement, and tastes) and details (what does the writer include...or even leave out).
How to spot tonal shifts...once you see one, remember to ANALYZE why the writer shifted tone and the persuasive impact or effect of that shift on the audience.
Video #26 AP Language: Explaining the Relationships Among Rhetorical Choices in your Writing
SUMMARY OF VIDEO #26
1. Screenshot 1 is an example of annotation for tone from the last video...check your work and ponder the coolness of tone
2. Screenshot 2 shows the rubric Sophistication Point and indicates the importance of analyzing the relationships between/among the writer's choices in your essay
3. Screenshot 3 shows a handy checklist for how to do just that in your essay. Notice it is all the stuff we have been talking about all year on writing a solid thesis and building strong and focused OREOs. Nothing new here.
4. Screenshots 4 & 5 review that almighty rhetorical analysis, which is naturally geared toward discussing relationships among the writer's choices. Remember, you MUST analyze for writer and audience in at least one of your OREOS (see CM Stretcher 1 and 4).
5. Screenshot 6 reminds you that selecting "appropriate, best of show" CDs that support your claims in your thesis is super important.
6. Screenshot 7 is a crazy chart that shows how you should be showing relationships among CDs, CMs, and your claims...how? OREOS!!! The chart is a graphic of what we would call a DOUBLE LAYER OREO. If you can muster two of these in your essay plus a good intro and good conclusion, then you are in good shape!
7. Screenshots 8 and 9 show colorized double layer OREO samples. Not as good as my Shooting an Elephant sample OREO (linked again below), but still nice examples of what you should be doing in your essay.
Couldn't resist...look over this killer OREO again...![]()
|
Video #27 AP Language: Enhancing Fluidity in Sentence and Paragraphs in your Writing
SUMMARY OF VIDEO #27
First, Transitions 101:
Standard Transitions are words like "however, therefore, on the other hand, furthermore, clearly, at times, for example, consequently, etc. etc. etc."
These are words that keep your ideas flowing logically and smoothly for your reader within a paragraph.
Transitional Phrases do the same thing but are a bit meatier (phrases, not words).
Below is a handout from the video to show you the magnificence of these transitional phrases and how they keep your writing from being choppy and disjointed.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
4-30_handout_ap_video_lesson_27.docx | |
File Size: | 17 kb |
File Type: | docx |
Conjunctions are also lively little guys that smooth out writing too: Remember the FANBOYS: For, And, Nor, But, Or, Yet, So.
1. Screenshot 1 is a justification for using transitions in your writing.
2. Screenshots 2 & 3 are examples of using Transitional Phrases to introduce CDs and CMs.
3. This is a perfect time to review using CVs--Commentary Verbs--to connect your CDs and CMs quickly and efficiently...especially when you are in a timed essay!
See CV list linked below...savor and treasure this handout. CVs speed up your writing and make you sound academic. What's not to LOVE?
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
commentary_verbs_ap_lang_updated_april_2020.docx | |
File Size: | 16 kb |
File Type: | docx |