Schedule for Period 2 Debates

June 6: 
College athletes should be considered employees, with the associated rights to organize and negotiate pay and benefits.
Bryan & Ryan (Aff.) vs. Hunter & Nolan (Neg.)

June 7:
The federal government should pass a law requiring physical education for all grade levels
Kira & Jewel (Aff.) vs Taylor & Jason (Neg.)

June 8:
The United States should replace the electoral college with direct election of the President
Sydney & Jordan(Aff.) vs. Alisha & Brianna (Neg.)

June 9:
Washington State should switch from a sales tax to a state income tax.
Aidan & Gabby (Aff.) vs. Fiona & Ally (Neg.)

June 10:
The United States should replace the electoral college with direct election of the President
Kassi & Atlanta (Aff.) vs. John & Jordyn (Neg.)

June 13:
The federal government should use a cap-and-trade system to limit and reduce carbon emissions
Vivian Jones & Emma Lindemeier (Aff.) vs. Mr. Street (Neg.)

June 14:
Local, state, and federal governments should work together to provide low cost or free housing for homeless citizens
Juyeon & Kayley vs. Angelique & Gabie M.

Schedule for Period 6 Debates

June 6:
The federal government should substantially increase the number of refugees given asylum in the United States.
Jasmine & Jasmine (Aff.) vs. Abe & Brian (Neg.)

June 7:
The U.S. should significantly reduce its military intervention abroad
Ian & Bri (Aff.) vs. Wren & Alissa (Neg.)

June 8:
The federal minimum wage should be raised to 15 dollars/hour
Brendan & Nicole (Aff.) vs. Kyle & Max (Neg.) 

June 9:
The U.S. should repeal the Affordable Care Act (Obamacare)
Aaron & Rachel(Aff.) vs. Aman & Michael (Neg.)

June 10:
Washington State should support random drug testing for public school students.
Cody & Cameron (Aff.) vs. Nathan & Emily (Neg.)

June 13:
The federal government should require technology companies to include software in their products that permit law enforcement agencies to access stored data.
Emma & Meghan (Aff.) vs. Hope & Catherine (Neg.)

June 14:
Immigration reform should include a path to citizenship for undocumented immigrants currently living in the United States.
Dawson & Danielle (Aff.) vs. Mr. Street (Neg.)

ONE LAST TIME! Review choices for tomorrow's test

Tomorrow, remember:
SEVERAL #2 Pencils ... No mechanical pencils
A good black pen

TODAY,
Take time to review some released items from last year's test
As you work with a partner try this:
1. Read the prompt and determine the task it calls for
2. Establish a thesis that clearly responds to the prompt
3. Identify two or three supporting claims and discuss how you will develop them.
4. Then, read the example responses and the scoring commentary provided by the College Board
5. Discuss the strengths and weaknesses of you ideas with your partner.

Here's the link for the released test

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap15_frq_english_language.pdf

And here are the links for the feedback, sample responses, and evaluations from the College Board

Prompt 1
https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap15_eng_lang_q1.pdf

Prompt 2
https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap15_eng_lang_q2.pdf

Prompt 3
https://secure-media.collegeboard.org/digitalServices/pdf/ap/apcentral/ap15_eng_lang_q3.pdf

If you want to work with a partner on reviewing some multiple choice instead, here are some final practice questions

Provide an effective thesis that shows clear understanding of the prompt and develops a strong position on the issue

• How do you articulate a position about an abstract issue?
• Consider traditional and alternate definitions
• Think of concrete examples
• Consider relevant values

Present multiple, relevant supporting claims that demonstrate insights into the complexity of the issue

• How do you identify and express the different considerations or implications raised by your idea?
• Remember PERSIA from history class
• What core values are upheld 
• What assumptions do people make

Provide evidence that effectively supports the thesis. Make sure it is Relevant, Credible, Specific, Clear, Concrete

• Where do you turn for evidence that avoids Generalization, Hypothetical Examples, Unfounded Predictions
• Current Events;Historical examples;Personal experience;Literature and film

Anticipate and respond to other reasonable points of view, including refutations and concurring opinions

• How do you identify and deal with these other opinions?
• Consider the reasons others have for having opposing views
• Show understanding and respect for other ideas, and address them as an issue of priority or understanding, not right and wrong

Free Response Self-Evaluation work for 3/25

Step One: Carefully read the three essays in your packet. As you read, evaluate the quality of the writing (but don't annotate the page!) Consider these factors:

Development: Intro with a clear thesis; multiple body paragaphs with supporting claims, evidence, reasoning

Effective thesis and supporting claims
Relevant evidence
Clear and insightful reasoning
Precise, effective word choice
Logical, effective organization
Clear sentences with transitions
Anticipation of other points of view

Step Two: The packet contains three essays: a high, medium, and low essay. On a piece of paper, describe:

What makes the high essay good? Describe strong elements (refer to the list above) the make this essay effective and refer to examples of these strengths.

What makes the medium essay "medium?" Describe strong elements and give examples, but then also discuss limitation or weaknesses that hinder the effectiveness of the argument or the clarity of the writing. Provide examples as you go.

What makes the weak essay weak?

Quiz Corrections: Set Two

Today, we will take some time to address the strengths and weaknesses of the test corrections we worked on previously.

Before you try to correct your answer, look at the question that you got wrong. Determine what information you need to provide in order to correctly answer the question.

When you write your test correction, you need to figure our what reasoning will explain why the correct answer satisfies the requirements of the question. Include discussion of specific word choices in the question, answer, and text and explain how this evidence proves the right answer is right.

OPTIC Image Analysis Assignment Part 1:

In this assignment, you will practice identifying and describing the image analysis elements addressed in the OPTIC notes we took.
Step 1: Select an ad and place it in the center of the 12x18 card stock I have provided.
Step 2: Provide a general Overview of the ad (what is being advertised, and how) directly above the image.
Step 3: Along both sides of your paper, identify:
Parts of the image,
Text in the ad, and
Interrelationships between different elements.

For each element identified,
a. Describe the distinguishing feature
b. Explain what this element does to add meaning to or develop the message of the image.
Step 4: Directly beneath the image, write a Conclusion statement identifying the thesis presented by the image and/or the story told by the elements to support the advertisement's purpose.

Guidelines for Analyzing Images -- OPTIC Elements

          Authors frequently use photos and video to make claims, bolster their credibility, and appeal to the audience's emotions.  Consequently, it is important to learn to become a critical viewer of these images, just as we must become critical readers of the arguments we see.

          Humans take in a great deal of information from their environment simply by looking around and drawing conclusions from what they see.  This process is so natural and fundamental to human behavior that advertisers, political campaigns, and many others have made a close study of how we assess images around us; they then use this information to carefully craft photos and video that are most likely to appeal to the audience. 

Overview:  Conduct a brief overview of the image.  Things that “jump out” at the reader are there for a purpose.  Graphic artists make sure their layouts draw the viewers’ attention to the most important, appealing, or message-dense elements of the image.

Parts:  What different elements are included in the image?  Break it down.  Everything in the image is there for a purpose. I’m going to give a long list of ideas here to show how detailed your consideration should be. However, some all, or none of these elements might be included in the image you’re considering. Just keep in mind that you’re looking for the details that were included to appeal to the viewer.

If you have an image of people doing something – Who are the people?  Age?  Ethnicity? Dress?

Body Type?  Relationship?  Physical proximity? Facial expression?  Where are they looking? Do they seem to be speaking? Posture?  Position in the image?  

What is the setting?  What are people doing?  What is going on in the background – especially if there are other people?  How many?

What time is it?  Season?  Weather?  Inside or not?  Terrain?  

Is there a product?  How is it portrayed?  Used?  Relationship to people?  Is it symbolic of something else? Active or passive?  Life size or not?

Other objects?  What is their relationship to the idea, argument or product?

In other words, what elements of the image seem significant? Why?

Text:  How much is there?  Does it make claims?  What is its purpose?  What kind of language/diction is used?  Does it use ethos, pathos, logos or all?

Interrelationships:  What are the relationships between the components of the image?  What has priority?  As the eye scans the image, what is seen first, second, third?  Are some things left out?  What are the relationships between the people in the image, and what “story” does this tell?  

Conclusion:  Why is this image appealing to the reader?  What message / thesis is intended?  What is the audience? Where would you expect to see it? What explicit information is intended to get your support?  What implicit information is intended to get your support?

Multiple Choice Test Corrections

If you have incorrect answers on the MC test, you may recover credit for each wrong item by submitting a correction.  

Each correction must clearly, accurately, and fully explain what the correct answer is and what specifically about the question, text, and response makes it the right answer. When I read the answer, I should be able to understand your meaning without referring to the text. 
Here's an example:

#4. The author uses the phrase :On the same ground" (lines 12-13) to set up a comparison between 
(B) conceptually powerful writers and exemplary educators

When we answer this question, we will want to find evidence from the text showing discussion or writers and educators addressed by the phrase on lines 12-13, and then explain how they are being compared.

The author begins by describing  "effective educators" (6) who "bring into activity the feelings and sympathies that must issue in noble action" (11-12), and then "On the same ground" describes "effective writers" (13-14) who "rouse in others the activities that must issue in discovery" (18-19). These descriptions compare the skill effective educators and writers have in fostering the mental conditions that result in discovery, rather than merely feeding information to the reader or student.

Writing / Style Suggestions for College Essay

As you draft your essay, try to make intentional decisions about word choice and sentence structure that support the effectiveness of your argument.

WORD CHOICE:
Maintain formal diction at all times
Avoid vague wording or generalizations
Focus on clear, precise description of abstract concepts such as costs, benefits, values, of decisions
Avoid passive voice ("to be" verbs). Active verbs clarify ideas, provide vital information, and prevent the construction of awkward, wordy sentences.

SENTENCE FLUENCY:
Use a variety of sentence types and lengths.
Proofread carefully for run-ons, comma splices, and sentence fragments
Provide a variety of sentence beginnings
Incorporate syntactic schemes into your writing. Due to the formal nature of this writing, however, you will want to avoid being too poetic or distracting with your use of schemes. Focus on using syntax intentionally to

Annotation Guidelines for "College Essay Drafting Assignment"

These are the guidelines for commenting on the outline assignment in workspace.

How do I comment on my THESIS?

When you write your thesis, explain the values or evidence, or personal perspective that led you to take this position on the issue.

How do I comment on my TOPIC SENTENCES?

Explain why this topic is raised at this point in the argument. You need to have a reason. Develop a rationale -- this reasoning should be apparent in the essay.

How do I comment on my EVIDENCE?

Explain why this evidence was especially effective in supporting the values or communicating the facts about your discussion. You need to have a reason for incorporating this specific information instead of the other information available.  

Writing a Conclusion Paragraph

When you conclude an argumentative or analytical essay, it is important provide an understanding of the meaning of the essay as a whole. Generally, the conclusion needs to do three things:

Revisit the topic and thesis of the essay (but don't just repeat the sentences from the first paragraph)
Summarize the claims you made
Leave the audience with a lasting impression of the relevance or significance. To support this, you might

--incorporate a quotation from the text
---evoke a vivid image
---suggest results or consequences

Martin Luther King Assignment 2

Assignment Two (Wednesday, 1/20)

Step One: Work through the speech, dividing it according to the purposes the author is trying to achieve or the audiences the author is trying to address. For each of these sections, write a clear claim about the purpose of the section, and generally characterize the rhetorical strategies used by King to support his argument.

Step Two: For each of these sections, identify three examples of rhetoric used by the author. for each,

A. Provide the quoted passage. WRITE THE QUOTE OUT.

B. Identify the rhetorical strategy being used in this passage

C. Provide a one sentence explanation supporting your identification of this strategy (ex. how do you know this is connotative diction...what is the connotation?!)

D. Provide a one sentence analysis of how the use of this rhetorical strategy supports the purpose you have identified for this part of the speech. Make sure to create a clear link between the specific meaning/ideas established by the quote you selected and the purpose or audience addressed.

Purpose 1: King tries to XXXXXXXXXXXXXXX, using Metaphors, Parallelism, and Allusion

Metaphors:

1. (text example)
2. (identify rhetorical strategy)
3. (justify identification or describe context)
4. (how does this support the purpose you identified?)

Parallelism:

1. (text example)
2. (identify rhetorical strategy)
3. (justify identification or describe context)
4. (how does this support the purpose you identified?)

Allusion:

1. (text example)
2. (identify rhetorical strategy)
3. (justify identification or describe context)
4. (how does this support the purpose you identified?)

Purpose 2: King tries to XXXXXXXXXXXXXXX, using Pathos, Antithesis, and Figurative Language

Pathos:

1. (text example)
2. (identify rhetorical strategy)
3. (justify identification or describe context)
4. (how does this support the purpose you identified?)

Antithesis:

1. (text example)
2. (identify rhetorical strategy)
3. (justify identification or describe context)
4. (how does this support the purpose you identified?)

Figurative Language:

1. (text example)
2. (identify rhetorical strategy)
3. (justify identification or describe context)
4. (how does this support the purpose you identified?)

Purpose 3: King tries to XXXXXXXXXXXXXXX, using Anaphora, Ethos, and Allusion

Anaphora:

1. (text example)
2. (identify rhetorical strategy)
3. (justify identification or describe context)
4. (how does this support the purpose you identified?)

Ethos:

1. (text example)
2. (identify rhetorical strategy)
3. (justify identification or describe context)
4. (how does this support the purpose you identified?)

Allusion:

1. (text example)
2. (identify rhetorical strategy)
3. (justify identification or describe context)
4. (how does this support the purpose you identified?)

Martin Luther King Assignment 1

Assignment One (Tuesday, 1/19):

Begin by reading and annotating the speech. Consider the following as you comment:

*What purposes does King have?

*What different audiences does he address, and how?

*What different tones are established in the speech, and why?

*Identify and comment on figurative language, connotative diction, allusion, syntactic schemes, analogies, persuasive appeals, selection of details, and any other rhetorical strategies you see in the speech.

Lincoln Rhetorical Analysis Fix Assignment

Now that you have looked at the AP evaluation criteria some samples of other students' work on the Lincoln free-write, you will have an opportunity to improve your writing (and earn some credit on the assignment) Here is what to do:

A. Rewrite your thesis statement, making it as clear and effective as possible. Make sure it answers the prompt and demonstrates understanding of the text.

B. Select your weakest paragraph and rewrite it. You may choose to add evidence, improve the depth of your analysis, select more effective words, or clarify your discussion. 

Write these fixes and submit to me NO LATER THAN FRIDAY, January 22

Lincoln Inaugural Free-Response Evaluation

Today, we will be looking at the free-responses we completed on Tuesday.

1. Begin by reading the evaluation criteria provided by the College Board and the (somewhat more specific) description provided by former AP readers and instructors. Highlight key terms that differentiate the categories from each other. What is the College Board looking for, and what terms do they use to describe levels of success.

2. Next, read the three sample responses I have provided. as you read, remember that these students only had 40 minutes to read the passage, decide on an approach  to the text, and write the essay. 

a. Provide a score for each passage, and explain why you assigned that score. Justify your decision by referring to specific wording in the evaluation criteria and text from the essay.

b. Highlight what you believe is the most effective passage of each essay. Then, in a comment, explain why you believe that text is effective.

JFK Inaugural Analysis Practice

First, here is a review of the pattern of rhetorical analysis

Before you write a rhetorical analysis, you need to understand and articulate the author's purpose/rhetorical situation -- this is usually raised in the introduction. Then follow this general pattern of analysis:

1. Identify and describe a rhetorical strategy that is used.
2. Provide a specific example of this strategy.
3. Clearly explain how the use of this rhetorical strategy functions in this context. What additional meaning/ feeling does it create and how?
4. How does creating this meaning/ feeling in this context help author achieve his purpose

JFK Inaugural Address:

Explain how the author’s rhetorical situation and purpose were supported by a syntactic scheme.

1. Identify/describe an example of syntactic scheme Kennedy employs strategy by how you know.
2. Used blended sentences to incorporate specific text.
3. How does the grammar of this passage develop additional meaning or clarity?

Connect what you said in C with a specific purpose/ rhetoric and explain how it works.

Kennedy Syntactic Schemes Identification

Today, with a partner, identify three different syntactic schemes on each page of Kennedy's Inaugural Address. Highlight each sentence or passage and add a comment accurately identifying the syntactic scheme used.

As you work, make sure you are as accurate as possible. Please don't just call everything parallel structure -- find the term that most clearly/specifically identifies the rhetorical strategy being used.

JFK Inaugural Rhetorical Analysis: Rhetorical Situation

After we finish reading Kennedy's Inaugural Address, please clearly answer the following questions at the bottom of your text:

A. OCCASION / CONTEXT: How did current events impact the content of Kennedy's speech?
Period 6
Atomic warfare
Cold War
Vietnam War
Civil Rights Movement
Communism
New nation that became independent after WW11
Space Race

Period 2:

Cold War required Kennedy to call  for strength and moderation in confronting adversarial powers Para 15.

Space exploration / Space race 18

His political victory in the election

The spread of Communism Para 9

Diplomatic relations with S. America Para 10

Poverty around the globe

New countries now free of colonialism

B. AUDIENCES: How did the audiences of this address impact its content?

Period 6
The United Nations
General Population / American citizens
The admin -- congress
Soviets
New nations
Nations developing nukes
Communist nations
Young Americans
Third World Countries

Period 2:
Addresses both sides of the election that resulted in his presidency and calls for unity going forward Para 2

C. SPEAKER: How did Kennedy's position or background impact the content of Kennedy's speech?
He is now President
His generation -- younger
Past political standpoints -- knowledge of American divisions
Soldier // Co -- aware of nature of war
Catholic?

D. PURPOSE: Describe, as clearly as possible, the purpose(s) of the address.
What does the author want the audience to believe
What does the author want the audience to feel
What does the author want the audience to do