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The GO GREEN Pages Pre-AP/IB English II Westwood High School 2016-2017 Contents: Topic Class Guidelines Association Words (to describe characters or tone) Page(s) 1 2-3 Verbs for Literary Analysis 4 Theme Vocabulary 4 Format for AP Cards 5 Connecting Devices to Meaning (Analysis Skills) A Generic AP Rubric Writing Errors to Avoid 6-8 9 10-12 Useful Transitions and Linking Expressions 13 Editing Symbols and Abbreviations 14 Developing an Analytical Voice (3 Levels Chart) 15 Appeals of Rhetoric (Logos, Ethos, and Pathos) 16 Writing a Rhetorical Précis 17 Topic Debrief Log for Timed Writings Page(s) 18 0 The GO GREEN Pages (Help in pre-AP/IB English II to help you go, go, go!) Welcome to pre-AP/IB English II. I am thrilled that you will be joining me this year. I commend you for choosing the advanced English program and promise to work hard to prepare you for the challenge. I expect that you will contribute your best work and effort each day. This will be a busy year, but I hope it will be a fun and exciting one as well. File these GO GREEN pages in the reference section of your 3-ring notebook and bring it to class with you daily. The GO GREEN pages are designed to provide you with a ready reference for information you will need in order to complete some course requirements and class assignments. READING LIST: 1. Lord of the Flies – William Golding 2. Selected Writings of the Transcendentalists (will be provided in class) 3. One literary work chosen from a teacher-provided choice [Bless Me, Ultima (Anaya) or The Joy Luck Club (Tan)] 4. Outliers by Malcom Gladwell 5. Macbeth – William Shakespeare MAKE-UP WORK: 1. Inform me in advance of or as soon as you return from an absence. 2. Major assignments, also known as “product grades” (projects, papers, etc.), are due on the assigned date whether you are present in class on that day or not. If you are unable to attend class on the due date, send your assignment with a friend, sibling, or parent. Major assignments are penalized at a rate of 10 points per day (calendar day, not class day), beginning with the hour when the assignment is due (the block when you would be in class). My intention is not to make your life miserable but to ensure that students do not stay home from school in order to complete assignments. 3. Quizzes, tests, and other assessments assigned in advance must be taken on the assigned date even if you are absent the preceding class. In other words, keep up with your reading schedule! Unless there are special circumstances (usually approved in advance), absences do not alter your reading schedule. Check my site (https://goo.gl/Pzh8E3) often. 4. If you missed a quiz, test, or timed writing, make an appointment according to the posted make-up work flyer that provides adequate time to complete what you missed. All make-up work must be completed within one week of your return to school unless you have made other arrangements with me because of some very special circumstances. Failure to do so may result in a grade of 0. You need to sign up with me (so that your work may be prepared) to make up your work; please be faithful to show up at your arranged day and time. 5. Take advantage of my Google calendar to keep up, but remember that I may alter the lesson plans and assignments listed there for instructional purposes. Never return to class asking, “Did I miss anything?” Instead, check My Google site before you return, so that you know what you missed and only need to ask for specific materials (as applicable). 7. To contact me at school, you may call my room (512-428-3293) or email me ([email protected]). Please note that after I leave campus for the day, I may not check e-mail again until the next morning. SUPPLIES: 1. 3-ring notebook (or a portion of a large notebook binder), 5 dividers, and notebook paper 2. pens – blue or black ink for writing, red for editing activities 3. #2 pencils (caution: some mechanical pencils do not work well on scantron machines) 4. highlighters – yellow, green, blue, pink required 5. copy of the novel or play we are currently reading ALL OF THE ABOVE ARE NEEDED IN CLASS DAILY. NOTEBOOK ORGANIZATION: Section 1: Section 2: Section 3: Section 4: Section 5: Reference (including these GO GREEN pages) Warm-Ups Major Works All material on the major work currently being studied (handouts, notes, etc.) Writing (A) Returned timed and other writings (B) Writing in progress (brainstorming, outlines, drafts, etc.) (C) Notes and handouts pertaining to writing Poetry (A) Any handouts related to poetry and poetry analysis (B) All daily work or returned major work related to poetry 1 Association Words (to describe characters and/or tone) Friendliness or Kindness Accommodating Amiable Approving Benevolent Caressing Comforting Compassionate As you make use of this word list, whenever you encounter an unfamiliar word, record its definition in the space to the right of the word. Confiding Cordial Courteous Forgiving Friendly Giddy Gracious Helpful Indulgent Kindly Loving Obliging Pitying Polite Sociable Solicitous Soothing Sympathetic Tender Tolerant Ecstatic Elated Enraptured Frivolous Joyful Jubilant Peaceful Playful Pleasant Satisfied Sprightly Energetic Euphoric Exalted Exuberant Feverish Hasty Hearty Hopeful Inspired Lively Passionate Rapturous Vigorous Greedy Hasty Hysterical Impetuous Impulsive Indignant Jealous Nervous Obsessive Outraged Passionate Reckless Revengeful Savage Seductive Sultry Wild Wrathful Zealous Imperturbable Laconic Mild Nonchalant Quiet Remote Serene Serious Simple Solemn Stern Temperate Wary Didactic Doubting Frank Guileless Incredulous Innocent Insinuating Instructive Inventive Pensive Persuading Persuasive Pleading Preoccupied Questioning Shrewd Sincere Studied Thoughtful Thoughtless Wistful Humorous Ironic Mocking Playful Sardonic Satiric Uproarious Witty Pleasure Bright Cheerful Contented Dreamy Animation Ardent Brisk Eager Earnest Ecstatic Passion Angry Childish Desperate Enraged Fierce Frantic Furious Self-control Calm Cautious Confident Cool Gentle Logic or Persuasion Admonitory Argumentative Candid Coaxing Critical Cynical Deliberate Humor (sometimes biting) Amused Comic Facetious 2 Prestige or Self-importance Arrogant Assured Audacious Authoritative Boastful Bold Bombastic Challenging Chauvinistic Condemnatory Apathy or Sadness Banal Blasé Bored Colorless Complacent Condescending Confident Contemptuous Defiant Dignified Dominating Domineering Egotistical Exultant Flippant Haughty Hypnotic Imperious Impious Impressive Insolent Knowing Lofty Patronizing Peremptory Petulant Pompous Presumptuous Profound Proud Resolute Saucy Sententious Stiff Superior Defeated Dispassionate Dull Feeble Helpless Hopeless Indifferent Languid Lethargic Passive Resigned Sluggish Stoical Vacant Deprecatory Devout Docile Fawning Fearful Groveling Horrified Humble Impotent Ingratiating Meek Modest Obedient Obsequious Pitiful Respectful Reverent Servile Shocked Shy Submissive Sycophantic Terrified Timid Uncomprehending Unpretentious Willing Concerned Disbelief Embarrassed Overwhelmed Perturbed Puzzled Disgusted Disheartened Dismal Fretful Frightened Irritable Melancholy Miserable Mournful Pathetic Plaintive Querulous Regretful Sore Sorrowful Sour Sulky Sullen Tragic Troubled Uneasy Vexed Weary Worried Disparaging Envious Harsh Hypocritical Impudent Insolent Insulting Malicious Pitiless Reproving Rude Sarcastic Sardonic Scolding Scornful Severe Sharp Spiteful Surreptitious Suspicious Threatening Unsocial Timidity and Submission to forcefulness Aghast Agreeable Alarmed Ashamed Astonished Astounded Awed Cautious Contrite Confusion or Dissatisfaction Baffled Bewildered Pain Annoyed Bitter Bleak Bored Cheerless Crushed Disappointed Discouraged Unfriendliness Accusing Aggressive Belittling Boorish Caustic Contemptuous Cutting Derisive © 2008 Michael Degen, Ph.D.; adapted with permission by Jennifer Cullen 3 VERBS These verbs will be especially effective when the subject is the author or a character. They are excellent replacements for “be” verbs. Careful use of these verbs can result in precise identification of an author’s purpose. VERBS FOR LITERARY ANALYSIS accentuates considers accepts contrasts advocates defines argues delineates attacks depicts attributes differentiates bases dissipates challenges distorts characterizes downplays chooses elicits claims emphasizes compares enumerates compels evokes expresses foreshadows heightens highlights illustrates implies juxtaposes maintains minimizes observes opposes personifies persuades ponders portrays presents presumes provides questions recapitulates reflects rejects reveals suggests symbolizes sympathizes THEME VOCABULARY Brendan Kenny’s List of Abstract Ideas for Forming Theme Statements: alienation ambition appearance v. reality betrayal bureaucracy chance/fate/luck children courage/cowardice cruelty/violence custom/tradition defeat/failure despair/discontent/disillusionment domination/suppression dreams/fantasies duty education escape exile faith/loss of faith falsity/pretence family/parenthood free will/willpower game/contests/sports greed guilt heart v. reason heaven/paradise/Utopia home identity illusion/innocence initiation instinct journey (literal or psychological) law/justice loneliness/solitude loyalty/disloyalty materialism memory/the past mob psychology music/dance patriotism persistence/perseverance poverty prejudice prophecy repentance revenge/retribution ritual/ceremony scapegoat/victim social status (class) the supernatural time/eternity war women/feminism Subject 1. What is the work about? Provide a one to three word answer. See “Theme Vocabulary” above for ideas. Theme 2. What is the author’s message with regard to #1 as it pertains to the human condition? In other words, what comment does the work make on human nature, the human condition, human motivation, or human ambition? 3. In identifying and stating theme, be sure that the observation: (a) is not too terse to express the complexity of the human experience. (b) avoids moralizing words such as should and ought. (c) avoids specific reference to plot and characters. (d) avoids absolute words such as anyone, all, none, everything, and everyone. 4. Using both dependent and independent clauses, write a complex sentence which fulfills the requirements above and which explains one of the major themes of the work. Sample for Anna Karenina – Subject: sacred versus profane love Theme: Although people can, through no fault of their own, become entrapped in long-lasting and destructive relationships, “sacred” commitments, like marriage and parenthood, take precedence over extramarital “loves,” no matter how passionate and deeply felt they may be. (sample from Writing Essays about Literature by Kelley Griffith) 4 Format for “AP Cards” Note: Directions may be modified slightly at your teacher’s discretion. Cards should be stored and saved for your senior year. Respond most often in complete, articulate sentences. Record the number of each task (and any word or phrase in bold) on your card. You may be asked to skip a line before each new task. Student Name ____________________________ Block _______ 1. (a) Title: (b) Significance of the title: 2. Genre: 3. (a) Date of original publication: (b) Author: (c) Relevant biographical information on the author including: nationality of author, important events (personal, political, cultural) in his/her lifetime, and influences on his/her writing. 4. (a) Setting (including: time span of the story, time period in which the story is set, and place[s] in which the story is set) (b) Importance of this setting (consider ideas/beliefs indicative of the time and possible symbolism) 5. Plot (including exposition, key conflicts, and resolution) 6. Structure (including flashback, flash forward, and in media res) 7. Point of view (including perspective and emotional distance of the narrator from the events) 8. Style (provide a citation – with page number – as proof of each response): (a) Characterize the author’s diction. (formal or informal; provincial or learned, emotional or objective, etc) (b) Does this author depend more often on abstract or concrete language? Why is his/her choice effective? (c) Provide an example of one of the following syntactical choices and explain how this choice is effective in context: parallelism, rhetorical question, repetition, parenthetical expression, or deliberate fragment 9. Characters (provide descriptions – physical and behavioral – for each character): (a) protagonist: (b) antagonist and/or antagonistic forces: (c) important secondary characters (2-3): 10. Three Symbols or Allusions (and significance of each within the literary work) Reminder for symbols: express each in terms of the concrete or literal meaning (e.g., the U.S. flag) and the symbolic or abstract meaning (freedom, independence). Remember that symbols can take the form of things, places, events, or actions. Reminder for allusions: often, an allusion – since it is a reference thought to be familiar – adds emphasis to the experiences or nature of a character by forming a link to something beyond the text of the work. A discussion of significance will often require consideration of connotation (of the allusion itself). a) b) c) 11. Theme(s) and Justification of Theme(s): 5 How to Connect Rhetorical Choices (Devices) to Meaning NOTE: In general, a connection of device-to-meaning should be 3-5 sentences long. The templates below are a starting place; you will eventually learn to vary them to suit your purposes. A connection must articulate the meaning a device suggests and HOW this suggestion is achieved. Diction Identify the grammatical unit (phrase, noun, verb, adjective, adverb, etc.) and provide the context in which it appears in the text. Connect the diction to the meaning of this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis. Model: The word* _______________________________ used to describe/identify__________________________________________ conveys _______________________ since / because / in that _____________________________________________________. This is significant because _________________________________________________________________________________. * or the noun, verb, adjective, adverb, phrase (no more than 2-3 words) Example: The phrase, “a thin beard of ivy,” used to describe Gatsby’s mansion conveys both intrigue and inexperience. Since the ivy is “thin,” Fitzgerald suggests a wealth without lineage, newly formed and barely veiled; yet, the ivy as a “beard” suggests a worldly desire to conceal. This is significant because through the description of his mansion, Gatsby is portrayed as both ingénue and chameleon, alerting the reader to the protagonist’s dual and perhaps contradictory nature. Imagery Identify the image and provide the context in which it appears in the text. Connect the image to the meaning of this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis. Model: The image of ______________________________ depicts / conveys a (picture, sense, state, etc.) of _____________________ because the reader (sees, envisions, realizes) that _______________________________________________________________. This is significant because _________________________________________________________________________________. Example: The image of an “argument . . . pull[ing]” Nick back to the party “as if with ropes” conveys his helpless struggle to get away from the gathering in Tom and Myrtle’s apartment at the same time that it dramatizes his fascination with the inebriated and adulterous events that are occurring. The reader can see that much as ropes confine, restrain, and render one helpless, Nick, due perhaps to a lack of experience or a flawed moral code, remains discomfited yet seems unable to confront or reject the lies and pretenses of the party guests. This is significant because the reader must question Nick’s declarations that he is tolerant and honest. 6 Metaphor (including Simile) Identify the metaphor and provide the context in which it appears in the text. Connect the metaphor to the meaning of this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis. Model: The subject of (x) __________________________ is compared to (y) _________________________. This is fitting because (x) __________________________ and (y) ___________________________ share these characteristics: (a) _____________ __________________________________________ and (b) ____________________________________________________. This is significant because _______________________________________________________________________________. Example: In his “I Have a Dream” speech, Martin Luther King, Jr. compares the condition of poverty to a “lonely island.” This is a fitting comparison because poverty and a lonely island share these characteristics: (a) isolation and alienation from the “vast ocean of material prosperity” which surrounds them and (b) both are small, singled out, vulnerable, and surrounded by something they don’t possess. This comparison causes the audience to consider the tangible social barriers created by an invisible financial limitation and to feel sympathy for the isolated poor. Detail Identify the detail and provide the context in which it appears in the text. Remember: details are the facts of the text that don’t require quoting its language. Describe the function of the inclusion of that detail in this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis. Model: The detail of _________________________________________________________________ conveys ___________________ ________________________________________________ since / because / in that ___________________________________ ________________________________.. The author wants the reader to see ________________________________________ ____________________________________ (because / so that) ___________________________________________________. Example: The detail of the string of polo ponies Tom Buchanan brought east with him from Chicago conveys his vast wealth and hedonism. Moving the ponies is expensive and unnecessary, suggesting that Tom does not need to concern himself with cost but does concern himself with appearing more powerful than his peers. Fitzgerald wants the reader to see Tom as spoiled and self-indulgent so that Tom will appear distasteful even before the reader learns of his current affair. 7 Syntax Identify the syntactical choice the author has made and provide the context in which it appears in the text. Do NOT write: The writer uses syntax. Since syntax refers to the order and structure of words, phrases, etc, it always exists – even if you do not find it noteworthy. Connect the syntax to the meaning of this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis. Model: The ________________________________ function(s) to ____________________________________ ____________________________________________________________________. This structure supports the author’s purpose to _________________________________________________________. Example: Gatsby’s interrupted sentences dramatize his nervousness and hesitation as he discusses his upcoming meeting with Daisy at Nick’s bungalow. Stuttering, “Why, I thought – why, look here, old sport, you don’t make very much money, do you,” Gatsby reveals his true vulnerability and weakness showing a stark contrast to the “greatness” that has been established in the early chapters of the novel. Fitzgerald continues to reveal chinks in Gatsby’s armor as the novel progresses preparing the reader for protagonist’s ultimate fall. Allusion Identify the allusion (indirect reference by an author to another text, historical occurrence, or to myths and legends) and provide the context in which it appears in the text. Describe the function of the allusion in this text. Avoid generic commentary. Provide an original insight. Pay attention to your own diction. It enhances your analysis. Model: The author or speaker alludes to ________________________________________ in order to ______________________________________________. Through this reference, the reader connects ___________________________ to _________________ and can more fully understand the author’s purpose to _________________________________________. Example: “For us, they fought and died, in places like Concord and Gettysburg; Normandy and Khe Sahn.” Barack Obama Obama’s allusions to Concord, Gettysburg, Normandy, and Khe Sahn offer examples of struggles that Americans have faced in the past which parallel the unique struggles Americans believe they are currently facing with our economy, environment, and world conflict. Even though the references are meant to show these struggles, the president’s desired effect is to provide hope and resolve to the listener since these battles resulted in victories for America. Citizens are reminded that they can be victorious in our modern struggles. Examples of “generic” commentary: gets the reader’s attention, draws the reader in, etc. 8 A Generic (AP) Rubric 8-9 Answers all parts of the question completely, using specific evidence from the work and showing how that evidence is relevant to the point being made. Demonstrates clear understanding of the work and recognizes complexities of attitude or tone. Demonstrates stylistic maturity by an effective command of sentence structure, diction, and organization. Need not be without flaws, but must reveal an ability to choose from and control a wide range of the elements of effective writing. 6-7 Also accurately answers all parts of the question, but does so less fully or effectively than essays in the top range. (Discussion of techniques used in a passage may be less thorough and less specific.) Well written in an appropriate style, but with less maturity than top papers. Some lapses in diction or syntax may appear, but demonstrates sufficient control over the elements of composition to present the writer's ideas clearly. 5 Discusses the question, but may be simplistic or imprecise. (May attempt to discuss the techniques in the passage, but may be overly general or vague.) Adequately written, but may demonstrate inconsistent control over the elements of composition. Organization is attempted, but may not be fully realized or particularly effective. 3-4 Attempts to answer the question, but does so either inaccurately or without the support of specific evidence. (May confuse the attitude presented in the passage or otherwise misrepresent the passage.) Discussion of techniques may be omitted or inaccurate. Writing may convey the writer's ideas, but reveals weak control over diction, syntax, or organization. May contain many spelling or grammatical errors. Statements are seldom supported with specific or persuasive evidence. 1-2 Fails to respond adequately to the question. May misunderstand the question (or the passage) May fail to discuss the techniques used or otherwise fail to respond adequately to the question. Unacceptably brief or poorly written on several counts. Writing reveals consistent weakness in grammar or other basic elements of composition. May make some attempt to answer the question, but response has little clarity and only slight, if any, evidence in its support. 0 A blank paper or one that makes no attempt to deal with the question receives no credit. 9 Writing Errors to Avoid #1: Incorrect Punctuation of Two Independent Clauses (An independent clause has a subject and a verb and can stand alone as a sentence.) Good writers know that correct punctuation is important to writing clear sentences. If you misuse a mark of punctuation, you risk confusing your reader and appearing careless. Notice how the placement of commas significantly affects the meaning of these sentences: Mr. Jones, says Ms. Moore, is a boring old fool. Mr. Jones says Ms. Moore is a boring old fool. Writers often combine independent clauses in a single compound sentence to emphasize the relationship between ideas. The punctuation of compound sentences varies depending upon how you connect the clauses. The rules are: (a) Separate independent clauses with a comma when using a coordinating conjunction (and, but, or, for, nor, so, yet). (b) Separate independent clauses with a semi-colon when no coordinating conjunction is used. (c) Separate independent clauses with a semi-colon when using a conjunctive adverb (e.g., however, therefore, thus, consequently, finally, nevertheless). Examples of Correct Punctuation, Rule a: 1. We all looked worse than usual, for we had stayed up studying for the exam. 2. This room is unbelievably hot, and I think that I am going to pass out. Examples of Correct Punctuation, Rule b: 1. We all looked worse than usual; we had stayed up all night studying for the exam. 2. This room is unbelievably hot; I think I am going to pass out. Examples of Correct Punctuation, Rule c: 1. We all looked worse than usual; however, we were relieved we had studied. 2. The discussion is really interesting; nevertheless, I think I am going to pass out. #2: Misuse of the Apostrophe Use the apostrophe to indicate possession and to mark omitted letters in contractions. Writers often misuse apostrophes when forming plurals and possessives. The basic rule is quite simple: use the apostrophe to indicate possession, not a plural. Yes, the exceptions to the rule may seem confusing: hers has no apostrophe, and it's is not possessive. Nevertheless, with a small amount of attention, you can learn the rules and the exceptions of apostrophe use. Possessives Form the possessive case of a singular noun by adding 's (even if the word ends in s). Hammurabi's code, Dickens's last novel, James's cello Form the possessive case of a plural noun by adding an apostrophe after the final letter if it is an s or by adding 's if the final letter is not an s. the students' desks, the children's toys Remember: the apostrophe never designates the plural form of a noun. A common error is the use of the apostrophe to form a non-possessive plural. Compare the following correct sentences: The student's disk was missing. Several students' disks were missing. The students searched for their missing disks. 10 Possessive pronouns, such as yours, hers, its, and ours, take no apostrophe. The decision is yours. Indefinite pronouns, such as anyone, everybody, no one, somebody, use the singular possessive form. Somebody's dog stayed in our suite last night. Contractions The apostrophe is used to mark omitted letters in contractions. (Note: contractions are often considered too informal for academic writing.) Avoid the dreadful it's/its confusion. It's is a contraction for it is. It's is never a possessive. Its is the possessive for it. As Professors Strunk and White remind us in Elements of Style, “It's a wise dog that scratches its own fleas” (1). #3: Pronoun Problems Pronouns are useful as substitutes for nouns, but a poorly chosen pronoun can obscure the meaning of a sentence. Common pronoun errors include: Unclear Pronoun Reference A pronoun must refer to a specific noun (the antecedent). Ambiguous pronoun reference creates confusing sentences. Poor Example: Writers should spend time thinking about their arguments to make sure they are not superficial. (Unclear antecedent: who or what are superficial?) If a whiff of ambiguity exists, use a noun: A key difference between banking crises of today and yesterday is that today’s crises have greater global impact. Vague Subject Pronoun Pronouns such as it, there, and this often make weak subjects. Poor Example: Pope Gregory VII forced Emperor Henry IV to wait three days in the snow at Canossa before granting him an audience. It was a symbolic act. (To what does it refer? Forcing the Emperor to wait? The waiting? The granting of the audience? The audience? The entire sentence?) Use a pronoun as subject only when its antecedent is crystal clear. Agreement Error A pronoun must agree in gender and number with its antecedent. A common error is the use of the plural pronoun they to refer to a singular noun. Poor Example: In the original state constitution, they allowed polygamy. [They (plural) refers to constitution (singular).] Revised: The original state constitution allowed polygamy. It is often better to use a plural noun and pronoun than to use a singular noun and pronoun. Note that indefinite pronouns such as each and everyone are singular. Each student must meet his or her advisor. (correct but awkward) Each student must meet with their advisor. (incorrect: singular noun, plural pronoun) Students must meet with their advisors. (correct: plural noun and pronoun) 11 #4: Committing Pet Peeves Learning to write clearly and effectively is a central part of your education. As the Hamilton College Catalogue notes, "The college expects its students to think, write and speak with clarity, understanding and precision." Below is a list of professors' pet peeves you should bear in mind as you aim for "clarity, understanding and precision" in your writing. Pet Peeve Problem Correction Pronoun antecedent agreement The student finished the essay only to discover that their printer did not work. The student finished the essay only to discover that his printer did not work. Bloated diction Once liberty is actualized, justice will burgeon. With liberty, justice grows. Use of “I” as object of a verb They went with Richard and I to tour the Coliseum. They went with Richard and me to tour the Coliseum. Indefinite antecedent President Johnson’s ignoring of George Ball’s Vietnam memo proved disastrous for him. (for whom?) President Johnson’s ignoring of George Ball’s Vietnam memo proved disastrous for the president. (for whom?) Loose vs. lose Forecasters fear that stocks will loose value next year. (loose rhymes with goose) Forecasters fear that stocks will lose value next year. (lose rhymes with shoes) Than vs. then The report indicates that Americans work more hours then Europeans. The report indicates that Americans work more hours than Europeans. Affect vs. effect We studied the affect of the angle on acceleration. (affect is generally a verb) We studied the effect of the angle on acceleration. (effect is a noun) Less vs. fewer Pizza has less calories than French fries. Pizza has fewer calories than French fries. Who vs. which or that Johnny is the one that made an “A.” Johnny is the one who made an “A.” Indefinite you When you read the poem, you notice the theme immediately. After reading the poem, the audience notices the theme immediately. Abbreviations Freebird’s originated in College Station, TX. Freebird’s originated in College Station, Texas. (YUM!!) Preposition at the end of the sentence Where is the library at? Where is the library? Who are you going with? With whom are you going? Expletive sentence beginnings There are eight blocks in our schedule. Our schedule has eight blocks. Progressive verb tense The writer is stating that life is fragile. The writer states that life is fragile. Literary present tense The world portrayed in Fahrenheit 451 was one in which books were banned. The world portrayed in Fahrenheit 451 is one in which books are banned. A lot I enjoyed reading the novel a lot. (A lot is a piece of land. Do not use is to describe a large amount of something.) I enjoyed reading the novel tremendously. 12 Useful Transitions and Linking Expressions In the following chart, I’ve included a sample list of transition words and phrases. Keep in mind that each transition has a particular function and meaning; therefore, you need to carefully match any possible transition to the content of your writing. Remember that transitions are just as important within paragraphs as they are at the beginning of each one. Transitions which can be used to show location: above across against along alongside amid among around away from back of behind below beneath beside between beyond by down in front of inside into near off onto on top of outside over throughout to the right under yesterday next week soon later afterward immediately finally then next in the meantime as soon as when as comparatively similarly furthermore Transitions which can be used to show time: about after at before during first second third prior to till until meanwhile today tomorrow Transitions which can be used to compare two things: in the same way also likewise like Transitions which can be used to contrast things (show differences): but however even so yet in the meantime nevertheless on the other hand still on the contrary although even though conversely otherwise counter to as opposed to for this reason in fact truly in effect Transitions which can be used to emphasize a point: again without a doubt indeed with this in mind Transitions which can be used to conclude or summarize: as a result finally in conclusion consequently thus therefore accordingly due to in summary in short to sum up all in all furthermore likewise moreover further furthermore next finally as well together with along with to clarify specifically for instance Transitions which can be used to add information: again also additionally in addition another and besides equally important for example for instance Transitions which can be used to clarify: that is in other words put another way stated differently 13 Editing Symbols and Abbreviations In the following chart, I’ve included a list of symbols and abbreviations that I may use in evaluating your writing; you should also use them during peer editing activities. Transpose elements (Switch words or phrases) Delete Begin new paragraph No new paragraph (Connect to preceding paragraph.) Insert (a missing word, phrase, or punctuation mark) Close space (Join two words into one.) , p. Agr Awk Frag R-O or CS Rep || SP T V WW PWC GWC DEV U T.W. or T.S. LOG TAG QS TE COM So? Superfluous Comma (Delete comma.) Incorrect or missing punctuation Agreement problem: subject/verb or pronoun/antecedent Awkward expression or construction (of phrase or sentence) Fragment Run-on sentence (CS refers to a Comma Splice, a run-on created by separating two independent clauses with only a comma) Unnecessary Repetition Problem in Parallel Form (of phrases, etc.) Spelling Error (This includes incorrect use of homonyms.) Verb Tense problem Weak Verb (Improve Verb Choice) Wrong Word (including a word form that does not exist) Poor Word Choice Good Word Choice Develop Idea/Claim with Specifics Unclear - indicates that the meaning of the phrase or sentence is unclear in meaning – OR Unfounded – indicates that interpretation that cannot be substantiated by the text Transition Word / Sentence - indicates need for a smoother transition by using a key transitional phrase / sentence Illogical Reasoning (or a logical progression that has not been fully formed) Title, Author, Genre (These should be included in the introduction of a timed writing.) Incomplete or Poor Quotation Sandwich Insufficient or Missing Textual Evidence Insufficient Commentary – Link to Meaning has not been fully formed So What? -- a statement within the work (or discussion of a particular piece of evidence) lacks clear significance Indicates an insightful and/or well-articulated statement 14 Developing an Analytical Voice Level One: Identify how the situation is created; observe what you see. (collecting evidence) Diction: What types of words are used or repeated? Imagery: How is the image created? What are its parts? What senses are provoked? Detail: What’s the setting? Who are the characters? What are the facts of the text that don’t require quoting its language? Level Two: What abstract associations emerge from the language of the text? This list of “Level Two” words is only a sample list. Any abstract noun that names what the evidence (Level One) conveys may be appropriate. See page 4 (theme vocabulary) for additional ideas or generate your own. Fear? Excitement? Violence? Chaos? Order? Arrogance? Submission? Confidence? Confinement? Freedom? Benevolence? association Level Three: Identify the The May be part of a larger to the rest of the text: Interpretive Perspective / CLAIM about: relationships repetition [similarity, analogy, recurrence, echo, parallelism] contrast [incongruity, antithesis, opposition, tension] shift [turn, transformation, alteration] juxtaposition [contiguity, adjacency] Tone Attitude Voice Atmosphere Character Thematic idea Ethical appeal Logical appeal Emotional appeal Aristotle’s Topics: definition, comparison, consequence Adapted (by Jennifer Cullen) from materials by Michael Degen, Ph.D. © 2008 15 Aristotle and the Appeals of Rhetoric Logos, Ethos, Pathos Logical Appeals- (logos) Logical appeals are the reasons given for supporting a particular argument. Examples of logical appeals include the use of evidence, facts and figures, references to current events, and testimony. Effective logical appeals depend upon the ability of the writer to connect the multiple examples of support to each other in meaningful ways. Incorporate inductive or deductive reasoning Allude to history, great literature, or mythology Provide reputable testimony Provide evidence, facts Cite authorities Quote research or statistics Theorize cause and effect Argue that something meets a given definition Example: We gotta get these nets. They’re coated with an insecticide and cost between $4 and $6. You need about $10, all told, to get them shipped and installed. Some nets can cover a family of four. And they last four years. If we can cut the spread of disease, 10 bucks means a kid might get to live. Make it $20 and more kids are saved. Taken from Rick Reilly’s “Nothing But Nets” Ethical Appeals- (ethos) Ethical appeals are attempts by the speaker/writer to make connections to the audience by appearing knowledgeable, reasonable, ethical, etc. A writer is able to make an effective argument only when readers have no reason to doubt the writer’s character on a given topic. Writers who fail to acknowledge other points of view, exaggerate, or assume a tone of disrespect have difficulty making ethical appeals to readers. Make the audience believe the writer is trustworthy Demonstrate the writer carefully conducted research Demonstrate that the writer knows the audience and respects them Convince the audience that the writer is reliable and knowledgeable Use first person plural pronouns (“we” and “us”) to establish a relationship with the audience Example: My Fellow Clergymen: While confined here in Birmingham city jail, I came across your recent statement calling my present activities unwise and untimely,…since I feel that you are men of genuine good will and that your criticisms are sincerely set forth, I want to answer your statement in what I hope will be patient and reasonable terms. Taken from Martin Luther King, Jr. -- “Letter from Birmingham Jail” Emotional Appeals- (pathos) Emotional appeals reach the reader by activating the reader’s emotions. Often writers make emotional appeals by including sensory details, especially imagery. Calling upon the reader’s pleasant memories, nostalgia, anger, or fear are frequent emotional appeals found in argumentative texts. The presence of “charged words” (references to religious doctrine or patriotic ideas) in an argumentative text represents an attempt at an emotional appeal by the writer. Include language that involves the senses and heightens emotional responses Reference bias or prejudice Include a personal anecdote Appeal to the audience’s physical, psychological, or social needs Create figurative language Experiment with informal language Example: Put it this way: Let’s say your little Justin’s Kickin’ Kangaroos have a big youth soccer tournament on Saturday. There are 15 kids on the soccer team, 10 teams in the tourney. And there are 20 of these tournaments going on all over town. Suddenly, every one of these kids gets chills and fever, then starts throwing up and then gets short of breath. And in 10 days, they’re all dead of malaria. Taken from Rick Reilly’s “Nothing But Nets” 16 Writing a Rhetorical Précis Rhetorical Précis Definition (from the work of Margaret Woodworth): a type of condensed statement of a text’s main point (the summary part), followed by brief statements about the text’s rhetorical elements: the author’s purpose, methods, and intended audience (the analysis part). Rhetorical Précis Form: Sentence 1: name of author, genre, and title of work, date in parenthesis; a rhetorically accurate verb (such as “claims,” “argues,” “asserts,” “suggests”); and a THAT clause containing the major assertion or thesis statement in the work Sentence 2: an explanation of HOW the author develops and supports the thesis, usually in chronological order Sentence 3: a statement of the author’s apparent PURPOSE, followed by an “in order to” phrase Sentence 4: a description of the intended audience and/or the relationship the author establishes with the audience Example (from text at: http://oregonstate.edu) – an essay: Charles S. Peirce, in his article “The Fixation of Belief” (1877), asserts that humans have psychological and social mechanisms designed to protect and cement (or "fix") our beliefs. Peirce supports this claim with descriptions of four methods of fixing belief, pointing out the effectiveness and potential weaknesses of each method. Peirce's purpose is to point out the ways that people commonly establish their belief systems in order to jolt the awareness of the readers into considering how their own belief systems may be the product of such methods and to consider what Peirce calls "the method of science" as a progressive alternative to the other three. Given the technical language used in the article, Peirce is writing to a well-educated audience with some knowledge of philosophy and history and a willingness toward other ways of thinking. Example (from resources provided by Gretchen Polnac) – a play: Oscar Wilde, in his three-act play The Importance of Being Earnest, argues that gender relationships are based more on perceived sincerity than on honesty. Wilde develops this argument through the pairing of several characters within the play, such as Jack Worthing with Gwendolen Fairfax, and the Reverend Chasuble with Miss Prism, characters who are sincere in their love for each other but deceptive in demonstrating that love. Wilde’s purpose is to reveal inconsistencies between these characters’ feelings of love and their actions toward one another in order to offend the reader with the hypocrisies of conventional Victorian views about courting and marriage. Wilde seems to have a younger, emerging middle-class post-Victorian audience in mind because he employs a witty, humorously satirical tone. Starter Template: In _____________________’s essay (novel, poem, article, painting, short story, etc.) ___________________ (year of author title publication), he/she _______________ that ______________________________________________________. The author first verb main idea / thesis statement ________________ by/with ____________________________________________________; he/she then ________________ verb phrase method(s) verb phrase by/with __________________________________________________; and to conclude he/she ________________ by/with method(s) verb phrase __________________________________________________. His/her purpose is to __________________________ in order to method(s) __________________________________________________. He/She seems to have a _________________ audience in mind because _______________________________________________________________________________________________. 17 Personal Record Chart Pre-AP English II Language Timed Writings and Compositions Timed Writing Type Score Word Count Notes Example Rhet. 5 415 Need to write more meaningful commentary after 9/7/16 Analysis the examples. Work on fluency and weaving Lord of the quotes. Review GO GREEN Pages examples. Avoid Flies “generic” words. Rubric qualities: “some analysis, mostly paraphrase” “lapses in diction” 18