AP Language and Composition (Period 2) Assignments
- Instructor
- Ms. Michelle Rose
- Terms
- School Year 2009-10
- School Year 2010-2011
- Department
- English Language Arts
- Location
- Room 204
- Description
-
AP Language and Composition is a college level class in which students will read a variety of textual forms, with an emphasis on nonfiction, and write in response to these pieces in a high-level, thoughtful manner. Style analysis, rhetorical analysis and evaluation of authors’ arguments are important components of this course. There will also be creative and research-based writing opportunities. Analytical writing and critical reading are skills that will be emphasized. The course culminates with the May AP test in which students have the opportunity to earn college credits or to be placed out of college classes. This class is also an opportunity to receive a college experience in high school.
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
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Print, read, and annotate "I Have a Dream"
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Find the link to Interactive Prufrock site.
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Find the assignments for the Propaganda Poster (due May 24th) and the Extra Credit Assignment attached.
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Print the attached Opposing viewpoints debate worksheet. Provide evidence in support of your position and cite your sources in MLA format. Bring tomorrow for the debate.
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Print, Read and Annotate "Cars and Their Enemies". Then write a Reading Response in which you reflect upon the benefits and detriments of cars in your life. Essentially, how have cars impacted your daily life? Do you think cars pose more problems or benefits to society? Explain.
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Print, read and annotate "Learning to Read" by Malcom X. Reading Response (answer by friday):
Frederick Douglass, Martin Luther King, Jr., and Malcom X all stress education as fundamental to battling injustice? Why is education such an important component of rebellion? How does education make one more capable of combatting and transforming embedded societal stereotypes?
Period 5: finish rhetorical squares for the passage from "A Small Place"
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Print, read and annotate "Black Men and Public Space" (link below). Then write a Reading response answering the following prompt:
What is Brent Staple's main argument in his essay and what types of evidence does he use to support that argument? Is the evidence effective? Explain. What does this reading selection teach us about prejudice and stereotyping?
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Print "Shooting an Elephant" and bring it to school on Monday 3/21.
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Take 40-50 minutes and write a practice synthesis essay to the Cellphone prompt. There is a link below to source G.
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Print, Read and annotate Frederick Douglass's speech by Thursday. See link below. Think about Douglass's method of argumentation.
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Print, read and annotate "Letter from Birmingham Jail". Pay particular attention to the three appeals, figurative language, allusions, and syntax. Be ready to discuss: tone, main messages, purpose, speaker, audience, rhetorical devices. Also, pay particular attention to his points about "just" and "unjust" laws and his argument that someone who violates an unjust law is actually showing the highest respect for the concept of law.
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Print, read and annotate "Speech to the Virginia Convention".
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Write a rough draft of your ONE page shell description. See resources below.
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One more resource...
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Complete the Winter Break assignments (see attached).
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Emerson Aphorism Project due Wednesday.See atteched assignment sheet and rubric. Please print and attach rubric to your poster!
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Print, read and annotate Part 3 "Beauty" and Part 4 "Language" from Emerson's "Nature". Link is available below.
In addition, look at 2009 Question 3 for a sample argumentative prompt. Then, look at the scoring guide, sample responses, and commentary for question 3: Second link below.
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Click on the link below to access the sample rhetorical analysis essay prompt and responses. Click on 2008 Question 2 to see the prompt and sample responses for question 2 to see the sample responses. At the end of the samle responses is the commentary/scores given by the readers for each of the sample responses.
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Read "An Ethnic Trump" pages 386-388 in DCRS and do the exercises that follow on a separate piece of paper. Think about how this essay relates to the concept of "identity'.
Click on the Link below to Emerson's "Nature". Print, read and annotate the "Introduction" and Chapter I: "Nature". Complete the following on a separate piece of paper:
1. Write your favorite aphorism from "Nature". Why did you choose this quote?
(i.e. "Nature never wears a mean appearance.")
2. Write five of Emerson's main ideas in the Intro and Chapter I.
3. Identify five rhetorical devices that he employs, give exmples and discuss their effects and purposes.
4. How would you describe Emerson's tone? What elements of the selection helped you to determine his tone?
5. What other readings from class relate to this selection? Explain how.
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Do the Vocabulary Development in the yellow rectangle on page 163. Complete in the Misc. section of your notebook. Answer the question and write the context clues (1-5).
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1. Work on passage presentations
2. Study for rhetorical terms test (Tuesday 11/30)
3. Read "Colors" in DCRS pages 417-423 and do the exercises that follow on a separate piece of paper.
4.Print, read, and annotate "Salvation" (link below) and answer the following questions:
1. How does Hughes create a setting for his narrative?
2. What strategies does Hughes use to bring the reader into the immediacy of the revival meeting? What senses does he engage?
3. What rhetorical strategies does Hughes use to mimic the sound of the sermon?
4. Note the way Hughes uses very short, simple sentences in this narrative. How does this style enhance his purpose?
5. How does Hiughes use biblical imagery in this passage? Is he being ironic? Explain.
6. What is the purpose of the final long cumulative sentence? Could it have been broken up into two shorter sentences, yet retain the same effect?
7. How does this reading relate to readings in unit 1?
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Finish reading "Self-Reliance" in the Big Book.
Work on questions for the Group Passage Presentation. See questions and Rubrix attached.
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Answers to DCRS, chapter 5 Practice Exercise:
Passage 1: deductive order
Main idea: Pawning items is an old form of financia transaction.
Passage 2: inductive order
Main idea: Scodotti's mission in to remember is to remember the languages of the people of the South Pacific, languages that are in danger of being lost forever.
Passage 3: deductive order
Main idea: Lyndon Baines Johnson's kaleidoscopic personality allowed him to change his behavior in order to get his way.
Passage 4: deductive order
Main idea: In its attitudes towards both race and history, Atlanta is a city of many contradictions.
Passage 5: inductive order
Main idea: Despite the myriad of practical and clever ways old tires have been put to use, they still present a serious problem.
Passage 6: chronological order
Main idea: Although August 6, 1945, began like any other day in Japan, that was they day the Americans dropped the atomic bomb on Hirshima.
Answers to chapter exercises are attached below.
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Find the lyrics to Bob Dylan's "With God on Our Side" and the choral reading Rubric arrached. Please print one rubric for group.
DCRS Homework: Do Chapter exercises for chapter 5 selections 2 & 3.
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follow the link below to the online quiz in order to review for tomorrow's quiz on complements.
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Read chapter 5 in DCRS and do the Practice exercise. Also, find the Choral Reading Assignment attached.
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1. Print and complete the socratic seminar questions (first attachment).
2. Review the Socratic Seminar Packet (second attachments). You only need to print the Self-Evaluation form, the Inner Circle Evaluation Form, and the Outer Circle Evaluation form (The last three pages of the packet) and bring them with you on Monday.
3. Think about whether you would like to be a dicussion leader.
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Reading Response # 3:
Reread "The Negative Impact of Pacifism". Then, write an essay in which you refute, support or qualify Kelly's argument that Pacifists are on the side of the enemy. Use appropriate evidence to support your claim.
Argumentative Essay Organization:
I. Intro: Thesis stating your position
II. Body # 1
A. Reason # 1
B. Evidence supporting reason
C. Explain evidence and relate to thesis
III. Body # 2
A. Reason # 2
B. Evidence supporting reason
C. Explain evidence and relate to thesis
IV. More Reasons in more body paragraphs if applicable
V. Conclusion: Universal Statement (Answer: Why does this topic matter? Why are we discussing this topic? What did I learn from writing this essay?)
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Read Selection 10 in DCRS: " The Insufficiency of Honesty" pages 463-471. Do all questions.
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Complete the DCRS Chapter 2 Chapter exercises, selections 2 & 3 in section D of your notebook.
Print a copy of the rhetorical analysis scoring Guidelines, attached below.
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Make changes and revisions to Reading Response 1 based on class discussion to day, if necessary.
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Read Chapter 1 Practice Essay "Among the Thugs", beginning on page 59. Do the exercises that follow. You do not need to answer the Questions for Discussion and Analysis. Complete this assignment on a separate piece of paper. This is considered a formative assessment.
Upcoming terms:
Tuesday: asyndeton, assonance
Wednesday: cacophony/caricature
Thursday:chiasmus/catachresis
Friday: conceit/euphemism
Monday: 10/4: epigraph/epistrophe
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Complete the Chapter Exercises Selections 2 & 3 for chapter 1 of DCRS in your notebook section D.
Also, find sample rhetorical analysis attached below.
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Complete Reading response #1 in section A of your notebook. (see attached)
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Find the Requirements for the rhetorical and literary device presentations/rubric attached. A student copy of the list is also attached. Print the list for note-taking.
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Read chapter 1 in DCRS and do practice exercises 1 & 2 in section D of your notebook. For practice exercise 2 just write the main idea sentence. Do not copy the passage.
Rhetorical Device Presentations this week:
Monday: alliteration/allusion
Tuesday: anaphora/anecdote
Wednesday: antithesis/apostrophe
Thursday: aphorism/anadiplosis
Friday: antonomasia/aposiopesis
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See attached for passages for The Scarlet Letter Final.
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Scored Discussions start Thursday. Please see attachment for discussion topics.
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Read the attached speeches on stem cell research by George W. Bush and Obama. Then complete the attached Socratic Seminar written work. Due Thursday.
"Cars and their Enemies" questions :
1. Consider the title of this piece. Why does Wilson say the car has enemies?
2. Review the essay, looking for places where Wilson characterizes the critics of automobiles. What terms or names does he give to these critics? Where do they live, and in Wilson’s opinion, how do they typically behave? How does Wilson’s treatment of “car haters” enhance or detract from his argument?
3. Wilson cites many examples of why it would be impractical to abolish the automobile. Can you think of some counterexamples?
4. Does the essay have a thesis you could state in one sentence? If so, state it. Then review the essay, noting Wilson’s major points and then write a paragraph summarizing Wilson’s case in favor of the automobile.
5. Evaluate Wilson’s use of different kinds of evidence. Where does he cite statistics? Where does he rely on personal experience? How do you react to the highly personal last paragraph of the piece: “I know the way. If you are a friend, you need only ask”?
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Complete the Socratic Seminar Questions (yesterday's homework) and print out the last three pages (pages 6, 7, 8) of the Socratic Seminar Packet (attached).
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Download the attached PDF file, "Enemies of Promise" and read (You do not have to print). Take nots as you read. In section A of your notebook answer the questions under"Questioning the Text"(on the last page of the PDF file. Then respond to question 8 (on the last page of the PDF) as a Reading Response also in section A.
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Click on the link below. Read and take notes on the article. Answer the Reading Response question in your notebook.
Reading Response:
Choose one of the following:
1. Look carefully at the illustrations by Tadeusz Majewski that accompany this essay. Determine what the illustrations add to Rifkin's argument, what they might distract from, or what they might emphasize, downplay, and so on. Summarize the thesis of Rifkin's argument and then write a one page response that explains how the illustrations work in relation to the thesis.
2. Write a letter of response to Rifkin. In it, make sure that you demonstrate your understanding of his argument; then give your response to that argument, and conclude with a series of questions about the "Biotech Century" you would most liike to have answered.
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Find the assignment for the propaganda poster attached. Poster due May 24th.
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Download and print Opposing Viewpoints debate worksheet. Research your side of the controversial issue and record your points on the paper. Cite your sources in MLA format.
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Download, print, read and annotate "Checkers" speech. Annotate for pathos, logos, ethos and logical fallacies.
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Write a synthesis prompt about tourism which includes 6-7 sources representing a variety of perspectives on the issue. See attached scoring guide for requirements and scoring.
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Print and annotate MLK's "I Have a Dream" speech from the link. Then write an "I Have a Dream Speech" either in the persona of Jamaica Kincaid or about your own "dream". (Reading Response 13)
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Read the attached synthesis prompt. Write a thesis statement answering the prompt. Then list evidence (quote, paraphrase, example) from the sources that supports your position.
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In class argumentative essay tomorrow.
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Study DCRS chapters 8 & 9
Answers to chapter 9 Exercises:
P.E. 2:
1. appeal to prejudice, fear
2. appeal to tradition
3. appeal to sympathy/pity
4. fear
5. authority
6. pity/sympathy
7. ridicule
8. just plain folks, transfer
9. pity/sympathy
10. bandwagon
11. flattery, transfer
12. prejudice
13. tradition
14. prejudice
15.prejudice, patriotism
16. pity/sympathy
PE #4:
1. oversimplification
2. false analogy
3. red herring
4. non sequitur
5. two wrongs
6. oversimplification
7. red herring
8. false analogy
9. slippery slope
10. rationalization
11. oversimplification
12. rationalization
13. false analogy
14. red herring
15. non sequitur
16. false analogy
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Read Pages 302-316 in DCRS and do practice exercises 1 and 2 in the notebook.
Download and print "Just Walk on By: Black Men and Public Space". Number the paragraphs and bring to class tomorrow.
Download and print "Just Walk on By: Black Men and Public Space". Number the paragraphs and bring to class tomorrow.
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Passages for Frederick Douglass rhetorical analysis are attached.
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Reading Response 9:
What are the main philosophies shared by King, Thoreau, and Gandhi? What are some of the main rhetorical devices these authors use to convey these philosophies? Give examples and explain their purposes/effects. How do these philosophies relate to the "Narrative of the Life of Frederick Douglass"?
What are the main philosophies shared by King, Thoreau, and Gandhi? What are some of the main rhetorical devices these authors use to convey these philosophies? Give examples and explain their purposes/effects. How do these philosophies relate to the "Narrative of the Life of Frederick Douglass"?
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Download, print, read, and annote "Leeter from Birmingham Jail" - See link below.
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Study for Allusion Quiz Monday.
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Print out the Inner and Outer Circle Evaluation forms and the Self-Evaluation form. The entire Socratic Seminar Packet is attached. However, you only need to print the three forms listed above.
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Complete DCRS Review Sheet. Complete Socratic Seminar Questions which are attached.
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Do the practice essay for chapter 5 "Surviving Deer Season: A Lesson in Ambiguity".
Think about group presentation. Questions are attached.
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Do Chapter 5 Chapter exercises selections 2 & 3. Final draft of shell description with visual due Wednesday 12/9/09. See attached rubric.
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Sorry I haven't updated homework lately...but I'm Back!
Homework: Read and annotate "Nature" by Ralph Waldo Emerson - pages 614-617 (The sections entitled "Introduction" and "Nature"). Read closely and annotate for rhetorical devices, purpose, message, tone, etc.
Get "Gift from the Sea" by Monday. :)
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Review the attached Choral Reading Assignment sheet. Rubric is also attached.
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The Socratic Seminar Grading Rubric is attached. Use the Grading Rubric to complete your self-evaluation form. On the back of your evaluation form, justify the grade you gave yourself for each of the subsections by using words from the Rubric. Complete both your Inner Circle and Outer Circle Discussion Evaluation Forms.
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Open the attachment "On Compassion". Print, read, annotate and complete the following reading response (Reading Response #2) in section A of your 5-subject notebook. .
Reading Response:
Ascher writes: "I don’t believe that one is born compassionate. Compassion is not a character trait like a sunny disposition. It must be learned, and it is learned by having adversity at our windows, coming through the gates of our yards, the walls of our towns, adversity that becomes so familiar that we begin to identify and empathize with it". Write a response in which you support, refute or qualify Ascher's claim that one must experience adversity to have compassion for others. Use evidence from your reading, observation, or experience to support your ideas.
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Print the attached Argumentative Essay Prompt and bring it to class on Friday.
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Read and answer questions for the Practice essay for chapter 3: "Book of Dreams" on page 117 in DCRS. Complete in notebooks.
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You already completed the chapter exercises for chapter 3, so there is not specific homework this weekend. Just get your notebooks in order. This means you should attach Reading Response 4, Allusion 4, and the DCRS work for chapter 3 in your notebook.
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Study for DCRS Test, Part 1 (Intro, chapt. 1, chapt. 2)
Answers for chapter 2 chapter exercises selections 2 & 3:
Selection 2:
A. Vocab
1. d 2. d 3. b 4. d
B. Content and Struct.
1. health and vitality 2. d 3. b 4. d
C. Inferences
1. NP 2. PI 3. NP 4. PA 5. NP 6. PA
Selection 3:
A. Vocab
1. a 2. d 3. b 4. a 5. d 6. a
B. Content and Structure
1. c 2. c 3. The armor - the poison - protects the puffer fish from predators.
4. chef is probably inexperienced or careless and leaves a letahal amount of poison in fish. 5. Chiri contains a double dose of poison - in broth and meat 6. d
C. Inferences
1. PA 2. PI 3. PA 4. PA 5. PI 6. NP 7. NP
Answers to "Making the Grade":
A. Comprehension
1. b 2. c 3. d 4. b 5. b
B. Vocabulary
1. attack, offense 2. discontented 3. excessive 4. using flattery or cajolery
5. highly agitated 6. essentially 7. incompetent 8. offensively conspicuous
9. deteriorating, wearing down 10. state of being complete and sound
C. Inferences
1. PA 2. NP 3. PI 4. NP 5. PI 6. PI
D. Structure
1. d 2. His error was returning to his office after grades were posted.
3. Because they don't equate grades with personal effort and performance, many students want good grades whether or not they deserve them or have done the work.
4. a 5. d
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Link to the PDF for 'The Ways we Lie". Print, read, and annotate.
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Review part 1 of DCRS (Intro, chapters 1 & 2). Test Thursday.
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Read the Practice Essay for DCRS chapter 2: "Making the Grade" and do the exercises that follow. Pages 89-94.
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Complete Reading Response #3 in section A of your notebook.
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Complete chapter 2, chapter exercises selections 2 and 3 in section D of your notebook. Bring DCRS tomorrow.
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Read chapter 2 in DCRS and do Practice Exercise #2 in section D of your notebooks. Also, open the attachment for the rhetorical terms presentation note-taking sheet. Print it out and bring it to class each day.
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See attachment for Literary/Rhetorical Device Presentation. See me with questions. The first two presentations are alliteration and allusion on September 28th.
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Read "Jonathan Edwards" on pages 159-161 and read and annotate"Sinners in the Hands of an Angry God" on pages 172-184 in the Big Book. Complete a rhetorical square for this reading selection in section E of your notebook.
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Read and answer questions for Chapter 1, Practice Essay: "Among the Thugs" page 59 of DCRS. Note: you do not need to complete the Questions for Discussions and Analysis. Complete your rhetorical square for "On Compassion" in section E of the notebook.
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The East of Eden Wikipedia page is attached. DO NOT consult Wikipedia or Sparknotes to complete this page. All ideas should be your own. If words are copied from either of these sites, you will get a zero on the assignment and a referral to the office. It is not worth it!!!!! You can begin filling it out tonight. You will be sharing ideas with your partner tomorrow.
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Complete DCRS Introduction Practice Exercises 1 and 2 in part D of your notebook. Review East of Eden for tomorrow.
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Print syllabus from webpage. Student and parent should sign contract at the end of the syllabus. Turn in signed slip by Monday.
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Read and annotate "The Negative Impact of Pacifism" and answer the following questions and complete Reading Response #1 (1 page minimum) in section A of your notebook:
What is Micheal Kelly's main argument? Do you agree or disagree with his argument? Why or why not? Refer to specific examples/details from Kelly's article to advance your position. In addition, even if you do not agree with his argument, what makes it inherently attractive?
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See attached document for passages from The Scarlet Letter to study for the final.