AP Language and Composition:
It’s Modest Proposal week. As such, please have your single rhetorical analysis paragraph printed and ready to hand in tomorrow–remember, it should not exceed one page in length. Follow the format on the assignment sheet closely. We will do a short activity to label your paragraph before you hand it in to be graded.
The remainder of the class period will be spent introducing your Modest Proposal assignment. As I suggested last week, you will need to choose a partner, identify a central issue, and then plan how each partner is going to write a satirical proposal, like Swift’s, by deliberately using a selection of fallacies and language devices. You can consult Dave Barry, Jonathan Swift, and Stephen Colbert’s satirical proposals as you prepare to write your own. Tuesday is a planned workday for the proposals. It should be used to discuss the rhetorical situation or exigence of the proposal, and conduct any last mutual planning that needs to be done before writing individual final drafts. We will begin delivering the proposals orally on Thursday, with the goal to finish all students’ proposals by the end of class Friday.
What is left of the week is class on Wednesday, which we will spend reading Virginia Woolf’s “The Death of the Moth,” a two-and-a-half page descriptive essay that will signal the beginning of our rhetorical patterns unit and our move away from argument, which we have been working on so far this year.
This means the remainder of this semester and third quarter in its entirety will be spent reading widely in your copy of 50 Essays and exploring and developing your own unique writing style. We have at least 6 rhetorical patterns to cover and we’ll begin with narration and description, the two patterns most familiar to students who are steeped in literature, which uses both patterns of development to tell stories. To that end, you will need to begin to brainstorm about what descriptive or narrative piece you will write after we have read and discussed sample essays in those patterns. You will be asked to collect writing ideas as we are reading so that you have a place to start when prewriting for your own piece–you will be given complete liberty to choose your topic.
English 9 and 11:
As we are four weeks from the end of the semester, we need to start moving quickly through the remaining 20 chapters of To Kill a Mockingbird. To do that, we will try to cover at least a chapter per class day, and sometimes two, if they are shorter chapters. Monday we will begin with Chapter 12, and attempt to get to Chapter 18 by week’s end. You will need to continue to take notes on each chapter and I will provide you with a focused reading question for each chapter. Some of these questions may be used on the final exam, on which you will have to write a longer analytical essay on the novel.
Since we started Unit 33 in your Language books last week, we will continue to move through lesson 2 this week, paying special attention to the spelling, grammar, and vocabulary sections of the unit. As a bridge between the novel we’re reading and the language program, we will have brief discussions on vocabulary in each chapter, limiting ourselves to a full discussion of two words per chapter.