All Classes: Survey

We are being asked to have our students do a survey - here is the link.

https://goo.gl/forms/Z9lUSkrGfI4oEYjB2

Pre-AP: Essay Feedback

We discussed this in class today:

Problem Patterns:

• Spell out symbols such as &
• Scarce text evidence.
• Evidence not properly cited.
• Text evidence not embedded.
• No connection to theme. Prompt asked for “…how journey adds to the meaning of the work as a whole” and while most of you proved he went on a journey and proved it impacted him or others, you never came back to how those small details “add to the meaning of the work as a whole,” which means you didn’t connect the small details to the big picture (theme).

Things to remember:

GOAL 1: Properly cite all text evidence.

Source: Purdue OWL

The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).

 

Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

GOAL 2: Treating text evidence with respect.

• Text evidence should never be taken in complete sentences. (Perhaps unless you are discussing the syntax or dialect in which a character speaks.)
• Grab only the phrases you need and weave it into your writing. The goal is to analyzing and quoting in the same sentence at the same time. (This is kind of advanced, so if you’re struggling, continue the method we did with SAR’s: Topic Sentence, Chunk of text evidence and explanation, and then analysis. This is called “chunking” and it’s a good way to get started if written analysis not a strength for you.)
• Good paragraphs should have multiple pieces of text evidence. For everything you say about the piece, SHOW US with a quote, don’t TELL US what the piece said. (So for you people writing in “chunks,” that means every paragraph should have at least two chunks.)
• If you are proving a change, you have to prove the before AND the after. If you are proving something about two different characters, you must have a quote from both characters, etc.
• Do not begin or end a paragraph with text evidence.

GOAL 3: Focus and coherence.

• Your thesis should always contain big ideas, and your paragraphs hold the small details. Take care to tie these two together. Refer back to your thesis constantly; use key words from your thesis (or synonyms, if the key words become repetitive). If you can’t explain how a piece of evidence goes with what you are trying to prove, then it’s not a good piece of evidence. If you can explain how it goes, then keep it.
• Interesting, unique “acrobatic” connections are what AP teachers dream of. If you have an original thought, go with it. Feel free to deviate from the common train of thought. As long as your ideas are logical and supported with evidence, you’re good to go. Misreading the text or manufacturing a meaning that is not there will get you nothing.

On-Level: Final Exam Review 2017

Click here for English II On-Level Final Exam Spring 2017

On-Level: Julius Caesar Materials Act 3

Click here for Julius Caesar No Fear Shakespeare PDF

The final exam will cover all of Act 3. A review will be provided, but the bulk of the exam is coming straight from our classwork with these funeral speeches in Act 3. This means a lot of ethos, pathos, and logos.

To access all files and class handouts for Julius Caesar, Click here for the Julius Caesar Folder

The "orange packet" for Act 3 is made up of three documents from this folder: The Act 3 Questions, The Act 3 FITB Review (FITB stands for Fill-In-The-Blank), and Quote Hunt #2. If you have misplaced your copy of the orange packet, you will need to print out all three of those documents.

Aristotle's Rhetorical Situation

On-Level: Unit 10 Vocabulary