AP Language & Composition:
*This is a reading week in which you will prepare to write a formal essay taking a position on the importance of literacy. This synthesis task will involve understanding both the four authors’ views of the subject and their views’ relationship to your own; therefore, begin brainstorming your own views of literacy. You will need to use language to identify the authors’ views, your response to those views, and the relationship between the two (ideally this will already be done in your notebook.) Since literacy has evolved with the rise of technology, you should consider how the implications in these authors’ writings are still applicable today.
10.13: We will spend Monday’s class discussing Frederick Douglass’s view on literacy in his autobiographical piece, Learning to Read and Write. In addition to his view, we will also discuss his diction. His choices indicate a lot about his character and how he was perceived historically. His words alone make a strong statement about the importance of literacy. Please make sure your notes are completed based on the instructions in the previous post. Use this same format for all four the essays in the series.
Read Malcolm X’s, Learning to Read for Tuesday, completing the notes in the same format.
10.14: Tuesday’s class, besides being focused on Malcolm X’s view of literacy, will also consider his wide use of allusions. They play a prominent role in his writing. We’ll discuss the rhetorical purpose of his allusions and how they support his view of literacy.
Read Sherman Alexie’s, The Joy of Reading and Writing… and complete notes for Wednesday. This is a brief essay and takes a slightly different perspective on literacy. Begin considering how the essays relate to one another based on their unique perspectives and how you might include them in your argument.
10.15: In addition to entertaining Alexie’s unique view of literacy, we will also take a look at the extended metaphor he uses to develop his position on literacy. The motif works to establish his view and will give us a good chance to practice analysis again.
Read Stephen King’s, Reading to Write and complete the notes for Thursday.
10.16: We’ll address King’s view of literacy and its vital relationship to writing in class. As with the other essays, we will look carefully at the style of the essay and its influence on the author’s views of the subject of literacy. This is my first time teaching the essay, so I’ll get back to you on the specific style focus.
10.13: We’ will spend Monday’s class finishing Act 3. The speeches by both Hecate and Lennox are subtle, but very important. We will complete an in class exercise on their respective word choice and ask how their speeches provide greater insight into the play. Please have your notes for Act 3, Scenes 1-6 completed and clearly labeled in your notebook so that I can check them for a grade. If time allows, we will begin the film version of Act 3.
10.14: Tuesday will most likely be used to complete the activities started in class on Monday. I imagine we’ll watch most of Act 3, and then I will provide everyone with the Act 3 essay assignment. This time we are going to write a more formal typed essay to allow everyone to rehearse the skills of good expository writing before those same skills will need to be applied to the final 100 point essay.
10.15: I am going to take all students through the key elements of an expository essay using the Act 3 essay assignment. It follows that you will need to bring your notebook, your copy of the text, and your assignment sheet with the prompt and instructions.
10.16: Composition day in class. Assuming we are productive in our prewriting on Wednesday, we will spend Thursday in the lab typing your essays, and you will be responsible for bringing two clean, printed copies to class on Monday for peer editing–the fully developed drafts will be worth homework points.