AP English Language and Composition-2016-2017 (Period 3) Assignments

HI all,

 

Here is your final assignment for our Spring semester of AP Lang.  Please let me know if you have any questions. click here for the assignment description.

 

 

 Also, please fill out this short survey about your final so that I know what your final speech will be based on--thanks!

Hi all,

 

Make sure that you finish BOTH 2015 Q2 and Q1.  Q2 is the one we worked on today, Q1 is the synthesis essay and we did NOT go over it.  Please read the sources and write the essay on your own.  By Thursday, you should have finished ALL of the 2015 free response questions.

 

I should have all essays that have been turned into me back to you on Thursday.

 

I am canceling tutoring on Wednesday because I have been called out for a meeting; HOWEVER, I WILL have after-school tutoring on Thursday and Friday.

 

Finally, please complete the survey below (or click here) about your availability for a practice exam.

 

 

Hi all,

 

Here is the prompt for the essay due Friday.

 

Question 3

 

(suggested time--40 minutes. This question counts as one-third of the total essay score.)

 

In "The singer Solution to World Poverty," an article that appeared in The New York Time Magazine, Peter Singer, a professor of bioethics, calls attention to the urgent need for food and medicine in many parts of the world.  Singer argues that prosperous people should donate to overseas aid organizations such as UNICEF or Oxfam America all money not needed for the basic requirements of life.  "The formula is simple:  whatever money you're spending on luxuries, not necessities, should be given away."

 

Write an essay in which you evaluate the pros and cons of Singer's argument.  Use appropriate evidence as you examine each side, and indicate which position you find more persuasive.

 

As always, let me know if you have any questions.

 

M. Crabtree

Hi all,

 

So, some of you have make-up homework from Spring Break--the Three Essays from 2010 that I passed out, and the Three Multiple Choice passages and 30 questions that we began talking about today.

 

I am also adding a new assignment, which is due by Wednesday.  Please read/watch/listen to the following pieces, and either print them out/annotate them or take notes on them in your notebook. 

 

 

Article to read:  https://ww2.kqed.org/lowdown/2017/03/28/what-legal-rights-do-undocumented-immigrants-have-with-lesson-plan/?utm_medium=Email&utm_source=ExactTarget&utm_campaign=20170401Learning&mc_key=00Qi000001UhoGSEAZ

 

Video to watch: https://www.voanews.com/a/3644834.html

 

Audio report to listen to (Scroll down to the audio clip a few paragraphs later in the article):  https://ww2.kqed.org/news/2016/12/02/know-your-rights-events-tackle-fears-among-californias-undocumented/

 

Your notes/annotations are due for a check on Wednesday, as are your essays (written in ink) and multiple choice answers.

 

As always, let me know if you have any additional questions!

 

M. Crabtree

Hi all,

 

So, here is your homework for tomorrow's class.  Please come prepared.  If you don't, it will be obvious!

 

1. re-read the "Declarations of Sentiments" written for the Seneca Falls Convention in 1848 on page 563 of the "Patterns" (blue) text.

2.  make sure you have annotated/taken notes and answered the five reading questions provided in the last homework assignment.

3.  Using the provided resources, prepare five (5) text-based, open-ended discussion questions for our Socratic Seminar session.

4.  Make sure that you are also prepared to answer your own questions, and that you are familiar with the text and structure so you can refer to it easily during discussion.

 

I am attaching a few docs to help with writing questions.

 

As always, email me or contact me via the Remind app if you have questions!  ([email protected])

 

M. Crabtree

HI all,

 

Please read the "Declaration of Sentiments of the Rights of Women" written by Elizabeth Cady Stanton and other Women's rights activists of the 19th century.  The "Declaration" is also in the "Patterns" (blue) textbook on page 523, and I have linked to it below.  Please take notes/annotate the Declaration and answer the following five questions.

 

Click below for an online text version of the "Declaration."

 

Reading Questions

1.  Review the Declaration of Independence.  What is the impact of the modeling of the "Declaration of Sentiments of the Rights of Women" after the "Declaration of Independence?"  What similarities/differences do you see between the documents?  How do these affect meaning?

 

2.  Notice the list of all of the "wrongs" done to women by men. How does the format of listing contribute to the overall message of the document?  If the organization and syntax of the list was different, how would that have also altered meaning, either for better or worse?

 

3.   Who, specifically, is being referred to in phrases such as the "Government becomes destructive" and "to throw off such Government?'  What rhetorical device is being used here?  How does it influence the overall meaning of the "Declaration?"  

 

4.  Which four-five bullet points from the list do you find most egregious?  Why?

 

5.  Is it wise to address the "ridicule" that the women's rights advocates will face (referred to in the final paragraph)?  Why or why not?

Hi all,

 

Attached is the argument essay assignment, as well as the interpreting passages assignment we will finish in class.  Today is the final.  Be prepared!

 

M. Crabtree

Hi all,

 

Today is the final.  Make sure to come prepared--bring your text--and see you soon!

 

M. Crabtree

Hi all,

 

Just a reminder to bring your $5 and your form that was in your packet to sign-up for the AP Language test.  The last part of the alphabet--I think it was S-Z--is tomorrow.  Then, everyone who missed their days can sign-up during lunch or after school on the make-up day, which is Monday, Feburary 27th.  It is REALLY IMPORTANT that you sign-up now, so set a reminder for yourself and be on top of signing up.  I highly recommend taking the test--it is preparation for college whether you think you will pass it or not.

 

Let me know if you have any questions.  [email protected]

 

Blessings,

 

M. Crabtree

Hi all,

 

Please remember to turn in your annotations and reading guide Qs for The Scarlet Letter by tomorrow.  Also, bring the paragraph that you started on Wednesday, plus, your Journal #6 that some of you still needed to finish.  I would like to check all work tomorrow, except for the 100-word vocabulary notebooks, which I will check next week.

 

As always, let me know if you have any questions:  [email protected]

 

Blessings,

 

M. Crabtree

Hi all,

 

Please be ready to show me annotations for the entire novel on Monday.  Also, have your Reading Guide Question answers through chapter 20 by Wednesday and 70 vocabulary words by Friday.  I would like to finish discussing the novel by next week so please prepare for the final by the end of next week.  That will also be the due date for all Scarlet Letter assignments.

 

Also, I am offering tutoring on Wednesday, Thursday, and Friday of next week, so please take advantage if you need any help with any aspect of your homework or the novel.

 

Blessings,

 

Ms. Crabtree

Hi all,

 

Just a quick reminder that you should have annotated through chapters 11-15, add 10 words (bringing us to a total of 40 words) to your vocabulary notebooks, and answers to your reading questions through chapter 10.

 

See you soon!  Also, you can come to tutoring after school on Mondays, Wednesdays, and Thursdays if you need space and time to work on your Scarlet Letter homework (or if you need help).

 

As always, let me know if you need help.  [email protected] or via the Remind app.

 

M. Crabtree

Hi all,

 

So, for Tuesday, please annotate chapters 11-15 and add 10 more words to your vocabulary notebook from chapters 6-8, which should bring your total up to 40 words.  Also, be prepared to finish your Reading guide questions from chapters 6-10 by Thursday.

 

Please let me know if you have any [email protected] or contact me via the Remind app.

 

See you soon!

 

M. Crabtree

Hi all,

 

Your answers to the reading questions from chapters 1-5 are due today, as well as your vocabulary notebooks with 30 words from class and the book, chapters 1-5 are also due today.  Finally, your annotations to chapters 6-10 are also due today (since I didn't check on Wednesday).  See you soon!

 

Happy Rainy Day!

 

M. Crabtree

Hi all,

 

Please work on your annotations for chapters 6-10--those are due Friday.

 

For those of you who did not show me your chapters 1-5 annotations, please turn those in on Wednesday.

 

Also, due on Wednesday are your 10 additional vocabulary words from chapters 3, 4, and 5.  You can choose any 10 words from the glossary on the Scarlet Letter from those three chapters.  That should bring your vocab notebook to a total of 30 words by Wednesday.

 

Finally, due Wednesday are your answers, written in your SL (Scarlet Letter) notebook, to the questions for chapters 1-5.  Please be prepared to discuss your answers in class on Wednesday.

 

Let me know if you have any questions!  [email protected]. I hope you are enjoying your three-day weekend!

 

M. Crabtree

Hi all,

 

Here is some additional information on writing your final papers.  I am attaching the notes we took and reviewed on the format--plus extra info I thought might be helpful.

 

Please let me know if you have questions.  [email protected].

 

M. Crabtree

Hi all,

 

You will be reading the novel The Scarlet Letter by Nathaniel Hawthorne during Winter Break.  I would like to ensure that everyone has a copy by winter break so that way you are prepared to be successful with this assignment.

 

You can purchase a copy on your own (or borrow one), but please know that you will be annotating the book, so if you use a borrowed copy, you will be using sticky notes to annotate.

 

You can also bring me $7 by Thursday so I can order your book and give it to you next week--and this one will be yours to keep so you can annotate directly in the book.  This one is the one I will order from Barnes and Noble (the paperback version).

 

If you choose the electronic option, just make sure that there is a way to annotate and show me your work.  You could also take notes/annotate in a separate notebook if you are using an e-version.

 

Some resources:

Half.com (used books)

Vroman's bookstore (in Pasadena)

 

Let me know if you have questions--and bring your money on Thursday if you want me to just order it for you!

 

Blessings,

 

M. Crabtree

 

 

 

Hi all,

 

To prepare for your final synthesis essay on Gender, please complete the following reading (all from the white textbook--"The Language of Composition"):

1.  Read the rest of the selections included in the "Conversation:  Focus on Defining Masculinity" on pages 410-417, and complete the questions after the selections (there are 16 questions total).

2.  Choose one of the following selections to also read and answer the "Exploring the Text" questions to:

     a.  "Letters" by John and Abigail Adams on page 363

     b.  "About Men" by Gretel Ehrlich on page 367

     c.  "There is No Unmarked Woman" by Deborah Tannen on page 388.

3.  Peruse the questions in the "Suggestions for Writing" section and select the one you would like to address in your synthesis essay (except for #2).  Bring your idea to class on Thursday.

 

As always, let me know if you have questions (email me at [email protected]).

 

M. Crabtree

 

 

Hi all,

 

Please finish your Q1, Q2, and Q3 essays in ink (dark blue or black) and turn them in by Wednesday.  I am attaching them below.  This was your Thanksgiving Break homework, but I am just posting the assignment today in case you lost your prompts.

 

Make sure to time yourself just to see how long it takes to write each essay.

 

Blessings,

 

M. Crabtree

Hi all,

 

Our Monday work included reading the essay in the Language of Composition written by Paul Theroux titled "Being a Man."  Please finish reading the essay, taking the focused notes that we started on Monday on the essay, and answering the reading questions at the end of the selection.

 

Please be prepared to turn this work in at the beginning of the period on Wednesday.

 

Thanks!

 

M. Crabtree

Dear AP Students,

 

Please read "Finishing School" by Maya Angelou out of your Patterns book (pages 89-95 in the blue text).  Take notes on this narrative piece, and while you read, think about connections between Angelou's experience and Ma Rainey's experience in the play.  Consider the dynamics of power and how they play out in both works-for both women and men.  Add your thoughts to your notes.

 

Answer the Comprehension, Purpose and Audience, and Style and Structure questions.

 

Write a paragraph in response to the "combining the patterns" question on page 95.

 

Let me know if you have [email protected].

 

Looking forward to discussing this personal essay more!

 

M. Crabtree

Hi all,

 

Read the piece in your Patterns book on page 223, "Just Walk On By:  A Black Man Ponders His Power to Alter Public Space."  This is an example of exemplification (which is kind of a redundancy...read the intro on pages 191-193 for background on what exemplification is to understand the joke).  Please answer the Comprehension, Purpose and Audience, and Style and Structure questions on pages 226-227.  Also, take notes on tone, details, syntax, imagery, and diction that stands out to you.

 

Also, bring the Banneker Q2 essay prompt so we can work on finishing our writing preparation.  Please bring a working thesis statement, your annotated text and prompt, and your notes on SOAPSTone.  We will be using these to compose our essays.

 

Thank you!

 

M. Crabtree

Hi all,

 

Here are the assignments that were due last week and today:

1.  Charting the text on "Women's Brains"--make sure to finish this and turn it into me today.

2.  Write your structure analysis paragraph (I gave a hand-out on this on Thursday) on "Women's Brains" and turn it in.

3.  Bring your Q2 Essay prompt, annotated, and finish noting SOAPSTone. Write 1-2 sentences on each of these elements on your prompt (or on the back of your prompt).

S=Subject

O=Occasion

A=Audience

P=Purpose

S=Speaker

Tone=the attitude or mood of the author's style/language.  See if you can find at least TWO complementary yet different tones.

 

There will be an additional reading piece for this week, so stay tuned.

 

See you soon!  Happy Halloween!

 

M. Crabtree

Hi all,

 

Please take the tone questions that we answered on paragraph two of "Women's Brains" by Stephen Jay Gould, and develop your answers into a tone analysis paragraph.

 

I am attaching the required elements for the paragraph as a PDF for your reference.

 

Be prepared to turn the paragraph in tomorrow at the beginning of the period.

 

Also, remember to turn in your Q3 essay to me, and your homework on the third presidential debates.

 

Thanks!

 

M. Crabtree

Hi all,

 

Your final homework assignment that is due on Friday is to watch or listen to or read a transcript of the third Presidential debate.  You can find links to the video here or here.  You can read transcripts and watch with different camera angles here.  And here is another link to a transcript of the entire 90 minute debate.  

 

I couldn't find any radio recordings, but I am sure that you could search podcasts via your device apps and find one that is a full recording of the debate.

 

While watching/listening/reading the debate, select 2-3 quotes from each candidate to bring into class on Friday.  Please copy these down in your notes and be prepared to discuss them in class.  It would also help to make a few notes about the context of the quotes--what issue was being addressed, and what the original question was that was asked--so include the background info, too.

 

Looking forward to our discussion.  See you tomorrow!

 

M. Crabtree

Hi all,

 

I apologize for the mix-up with the substitute.  Here is the essay assignment--only answer Q3 please--due on Thursday.  This is an argument piece, so try to apply some of what we have discussed and read and studied when it comes to formulating a written argument.

 

Let me know if you have any questions!  email me your late work at [email protected], or you can turn it into me tomorrow or Thursday.

 

Happy Monday!

 

M. Crabtree

Hi all,

 

I am re-posting the Newsela assignment, since I know some of you had trouble actually finishing it on Newsela, I am attaching the articles in PDF format and the instructions so you can do it separately from Newsela and just turn them in for credit.

 

You can either annotate the articles as PDFs and then email them to me along with the writing assignment at [email protected], or you can print them out, annotate them, write to the prompt, and then turn them in as hard copies.

 

 

Writing Prompt (only for "debate" article):

 

Let me know if you have any additional questions about this assignment.

 

M. Crabtree

Please answer the questions at the end of the Gould essay, "Women's Brains."  You should have already taken notes on the article, so now re-read, and answer the questions.  Due on Thursday.

 

I am attaching the essay, below, just in case you do not have your textbook at home.

 

M. Crabtree

 

Hi all,

 

You now have two articles in Newsela to read and annotate for ethos/logos/pathos.  The second article--on the first presidential debate on Monday night--also requires a short writing assignment.

 

You can log onto Newsela by clicking here.

 

Let me know via email:  [email protected] or via remind.com if you have questions.

 

Please make sure to log your annotations and complete the written assignment via Newsela by Thursday.

 

Thanks!

 

M. Crabtree

HI all,

 

Please read the article by Stephen Jay Gould titled "Women's Brains" and take notes on the essay.  I do not remember the page number, but you can look it up in your Language of Composition textbook, in the table of contents, under "Gender."

 

You will also be answering the questions on it as well, but those are not due until Thursday.

 

Please also finish your synthesis essay and be prepared to turn that in on Tuesday.  Some people already turned it in, but many essays were missing.  I have included the prompt below in case you misplaced it.  Please come and see me if you have any questions!  Or email me at [email protected] or message me via Remind.com.

 

See you on Tuesday!

 

Blessings,

 

M. Crabtree

Hi all,

 

Please finish your synthesis essays and turn them in electronically via Google Drive.  you can share your final essay with me at [email protected].

 

Let me know if you have any questions!

 

Blessings,

 

M. Crabtree

Hi all you fabulous AP Lang students,

 

this is is a mini-independent research project to help us practice using ethos, pathos, and logos when analyzing texts. 

 

I I would like you to find 3 examples of ads or cartoons or posters (basically anything image-based) that rely heavily on pathos to bring to class. Please select one of the pieces and write 1-3 paragraphs of analysis addressingtge following questions:

1. How do you see pathos--but also ethos and logos--interwoven in the piece? Is there overlap? Where and how do you see it?

2. Who is the intended audience for the piece--how do you know?

3.  What are the effects of the emotional, but also logical and reputation-based, appeals?

4.  What are the strengths and weaknesses of the piece? How could it be improved?

 

NOTE: when you write your paragraph, try to smoothly integrate answers to these questions--try not to just list the answers in paragraph form. See if you can add transitions and craft a fluid-sounding explanation of your answers to these questions. 

 

Next, find 2 examples of logos-based texts--not in image-based texts, but in written or spoken words.  Select one and write a paragraph of analysis that answers the same questions as above (but with the focus on LOGOS rather than PATHOS). 

 

Finally, find 1 example that leans heavily on ethos as an appeal, and this could be of any format.  Write a paragraph of analysis answering the same questions as above.  (but with the focus on ETHOS and not PATHOS)

 

This is due on Wednesday, and I will link some additional resources tomorrow to help you accomplish this. As always, questions can be directed to me through remind.com or [email protected]

 

thanks!

 

M.  Crabtree

Hi all,

 

please read "The Men We Carry in our Minds" by Sanders on page 456 of the Patterns book. Also, take notes on the reading (in Cornell-note format if you an AVID student) and answer the Comprehension, Purpose and Audience, and Style and Structure questions at the end of the piece (I believe that is 11 questions total). 

 

Make sure to follow our question-answering guidelines:

1. Answer using complete sentences

2. Answer the question as completely as possible and include any thoughts or "hunches" you have about the piece in your answers. 

3.  Answer using short paragraphs (rather than short sentences) and fill out your answers by including references to the text. 

 

Please bring your Patterns book to class on Monday. 

If you have questions, you can contact me via remind.com or through my email address at [email protected]. 

 

See you tomorrow!

 

M. Crabtree. 

 

 

 

For Friday's assignment, please read the essay by Julia Ortiz Cofer titled "The Myth of the Latin American Woman, or I Just Met a Girl Named Maria" in the Language of Composition, take notes on the text, and answer the discussion questions. 

 

 

Hi all,

 

I just wanted to post this quick reminder that you should be working on your "This I Believe" drafts.  You can use the copies of different pieces that I gave you, or find additional examples at http://thisibelieve.org/ and you can listen to podcasts via the website, or through iTunes.  For iTunes, you can click on "Podcasts" and then search for "This I Believe," and listen to bunches and bunches for inspiration.

 

I feel the key to writing this essay is balancing between being broad and universal, but also connecting that value to specific moments when you have experienced your belief.  So there is a tension between general and specific--your belief should be a deeper, yet generally true thing, but you are tying it to the specific in your own personal experience.  I hope that helps in thinking about it.

 

I also think you want to stay away from politically, ethnically, and morally contentious issues (such as the 2016 election, abortion, and the Black Lives Matter movements).  So this isn't a political or racial statement, though most of these statements stem from a deeper value we hold, so you could address that deeper value instead.  Try to answer the question, "Why do I believe and support the Black Lives Matter movement?" or "What resonates with me about that piece of the political debate and why?"  These might help you uncover the deeper values underlying your support for certain parties, platforms, and movements.

 

I will post instructions on how to submit your essay to me tomorrow.  Please be prepared to type your draft on Google Drive--if you need any help or support with getting a Google account, let me know.  

 

Also, remember that your notes and the questions at the end of the Judith Ortiz Cofer piece are also due on Tuesday.

 

Thanks for reading, and email if you have questions-- [email protected]

 

M. Crabtree

 

NOTE:  in case you misplaced your packet, I also included the assignment description below.

Hi all,

 

Here are homework assignments due tomorrow:

1.  Read chapter 2 of the Language of Composition and take notes on it.  Please refer to the earlier assignments for more help with taking notes on texts.

2.  Your notes from chapter 1 are due to be turned in on Wednesday as well.

3.  We wil discuss and I will check your Purpose and Audience questions from "Only Daughter" by Sandra Cisneros.

4.  Please finish the application task on the "Tone" Voice Lesson that we did in class on Tuesday, which was the one from Malcolm X's autobiography.

5.  Write your commentary sentence (s) on your own tone sentence that you wrote in class on Thursday and be ready to turn it in.

6.   You were also supposed to finish the Chapter 1 culminating activity on pages 30-35 of Language of Composition by writing 3-4 paragraphs of comparison about the effectiveness use of the ethos, logos, and pathos appeals.  Please bring this to class tomorrow so we can discuss and I can also collect and grade.

 

Thanks--let me know if you have any questions!

 

M. Crabtree

 

Hi all,

 

So we began discussing the first chapter of The Language of Composition on Friday.  I would like to continue discussing this chapter and answering questions about it--via your notes--on Tuesday.  Please bring your notes (you do not need to bring your text, unless you want to) so that we can continue to dive into the "Introduction to Rhetoric."

 

A few guidelines in taking notes on a reading assignment:

     A.  Your notes should be paraphrased and summarized using your own words.  Try to include quotes only sparingly and if they seem integral to your understanding of a key concept.

     B.  Several systems of organization exist to help you take notes: Cornell Notes, Outline form, bullet points, etc.  I am mandating that AVID students take notes in Cnote format, but everyone else can decide.  Personally, I learned to take notes using an outline format when in my AP US History class, and I have used outline form every since.  Also, you can combing Outline notes AND Cnotes--just sayin'.

     C.  Notes on expository/explanatory texts (which is what pages 1-26 are) should include

         1. key terms (usually bolded, italicized, or highlighted in the text);

         2. main ideas and important details;

         3. questions and points that need clarification;

         4. titles and headings,

         5. unfamiliar words and definitions you have looked up separately;       

         6. explanations, examples, and elaboration that seems important

         7.  connections between textual examples provided and the concepts taught in the chapter.

     D.  So, length is not that important, but I recommend taking about 1 page of notes for every 4-5 pages.  The textbook is pretty dense, so you might find that you are taking even more notes than this--make sure that you are summarizing and paraphrasing in your own words--NOT COPYING.  I would think that for 25 pages, you would have 4-6 pages of notes.

 

Here are some things from Chapter 1 that you probably want to include in your notes: 

     Key terms:

     rhetoric

     audience

     texts

     occasion

     context

     purpose

     rhetorical triangle/Aristotelian triangle

     speaker

     persona

     subject

     SOAPSTone (I add "tone" to SOAPS, which we'll discuss more on Tuesday)

     rhetorical appeals

     Ethos

     Logos

     Pathos

     counterargument

     concession

     refutation

     propagandistic

     polemical

     connotations

NOTE:  there is a glossary of rhetorical terms located at the end of chapter 1 if you need more explanation of any of these key terms.

 

     Main Ideas and supporting details:

     1.  key definition and application of rhetoric as persuasion

     2.  Gehrig's speech as an example of occasion/context/purpose and assessing the rhetorical situation

     3.   the relationship between speaker/audience/subject (the rhetorical triangle)

     4.  the application and importance of discerning SOAPSTone in any argument piece. (connections to Einstein piece)

     5.  Applications of SOAPSTone to G. W. Bush's 9/11 Speech.

     6.  Analyzing rhetorical appeals within three main categories:  ethos, logos, and pathos.

     7.  Ethos and the application of reputation and status to "The KIng's Speech" from September 3, 1939.

     8.  different ways of developing appeals to ethos seen in Ortiz Cofer's piece (which we will read in its entirety a little later).

     9.  How to develop logos by including counterarguments and following the pattern of concession and refutation to strengthen your argument.

     8.  Application of appeals to logos in Waters "Slow Food Nation."

     9.  The development of appeals to pathos in "The Checkers Speech" by Richard Nixon.

     10.  Using images to also appeal to pathos, as well as other methods such as humor ("Crackberry Congress).

     11.  How combining all three appeals types might work effectively (see Toni Morrison's letter to Senator Obama).

     12.  How to rhetorically analyze visual texts (see various examples)

     13.  How to determine the difference between effective and ineffective rhetoric and using the examples to practice this discernment.

 

I hope this helps--let me know if you still have questions.

 

Blessings,

 

M. Crabtree

Hi all,

 

Please read and take notes on Chapter 2 of The Language of Composition which is titled "Close Reading."  See my note-taking guide in the previous assignment for help with how to take notes on texts.  

 

Also, please bring your Patterns book to class on Tuesday since I would like to look at the Cisneros piece more in depth.  Bring your comprehension questions, too.

 

Also, please make sure to complete the culminating activity for Chapter 1  on pages 30-35.  You are comparing four texts that are all on the same topic, and applying your new knowledge of Ethos, Logos, and Pathos, as well as SOAPSTone, and evaluate their overall effectiveness.  This will probably require 2-3 paragraphs of writing to accomplish.  Let me know if you have any questions!

 

I hope you enjoyed your weekend!

 

M. Crabtree

Dear AP Students,

 

Sign-up to receive classroom alerts and reminders on the Remind app.  See attached instructions, or click here to sign-up.  This is a mandatory requirement for this class--if you do not have a cell phone, you can receive reminders and alerts via email.  

 

If you need an email account, please see Ms. Crabtree so she can help you sign-up with a school account, or sign up for a free email account at www.google.com.  

 

ALL AP Language students MUST have a working email account.  

 

Thanks!  

 

M. Crabtree

Hi all,

 

So, I experienced a few glitches with the online class, mostly due to the fact that I linked it to my Google Classroom account, and it somehow doubled the assignments.  I am starting from scratch--and I apologize if this was an inconvenience for you.

 

I will summarize all homework that I have assigned so far in this post.

 

1.  Read "The Rattler" and answer the three questions posted on the board using complete sentences and as much textual support as possible.  

      A.  How does the man feel about what he does?

      B.  What impression does the snake give?

      C.  What tone words come to mind to describe the feelings in this piece?          (Think of different but complementary tone words)

 

2.  Read the piece by Colin Powell, "The America I Believe."  Think about the elements included in this piece--your first writing assignment will be writing a paper like this one about a key belief that you hold.

 

3.  Finish writing your commentary sentences on the tone exercise we did in class on Thursday.  Remember that commentary includes both analysis (where you quote specific words and phrases to support your tone) and interpretation (where you select a tone that the author is developing and explain why you feel that is the tone).  I included an image of our tone word bank to help you, as well.

 

4.  In your "Patterns" textbook, read "Only Daughter" on page 84 by Sandra Cisneros and answer the five Comprehension questions on page 87 using complete sentences and as many references to the text (quotes or paraphrased sections) as possible.

 

I am sorry this wasn't up sooner, due to website malfunctioning and my own experimentation with something new that didn't quite work!  I will be better about posting assignments earlier.

 

Happy Monday!

 

M. Crabtree