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Why Goals and Objectives?

This course aims to help students understand the elements of argument and other genres of writing, and apply them in both writing and analysis. Daily objectives focus on accomplishing smaller tasks that contribute to the broader goal.

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Why Goals and Objectives?

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  1. Why Goals and Objectives? • Course Goal—broad, long-term • To understand the elements of argument and other genres or writing, and apply them in both writing, and analysis. • Daily Objective—accomplishing “pieces” of the “goal,” one step at a time • To understand and evaluate the finer elements argument

  2. Whose idea was this rhetoric thing? Socrates: 469-399 B.C.E. Father of Western philosophy and Mentor to Plato. Epistemology and logic. Plato: 424-348 B.C.E. Student of Socrates and founder of “The Academy” Philosophy, logic, ethics, rhetoric and mathematics. Aristotle: 384-322 B.C.E. Student of Plato, and teacher to Alexander the Great.

  3. Rhetoric • Rhetoric: • The traditional definition of rhetoric, first proposed by Aristotle, and embellished over the centuries by scholars and teachers, is that rhetoric is the art of observing in any given case the “available means of persuasion.” • Close Reading: • Reading to “develop an understanding of a text, written or visual, that is based first on the words and images themselves and then on the larger ideas those words suggest.” • Rhetorical Analysis: • Defining an author’s purpose, then identifying and analyzing the techniques and strategies employed to achieve that purpose.

  4. Facts do matter—understand the point of credibility

  5. What should you be reading?

  6. Recognition, Happy Birthdays and Congratulations! • It’s Jewel’s birthday!

  7. Pre-reading notes assessment5 points per page for annotations • 68-75: Excellent Work • Thorough annotations reveal a “conversation” with the material, which demonstrates more than summary, including speculation, analysis, questions, and curiosity about the text • 60-67: Adequate Work • Thorough annotations, but a bit too much reliance on summary, and not enough on speculation and curiosity, although some “conversation” and questions are apparent. • 52-59: Acceptable Work • Annotations are a bit too sparse, or missing on some pages, and reveal little “conversation” with the text. Too much summary. Reading may be incomplete. • 45-51: Inadequate Work • Partial Reading. Not enough annotation. Annotations are too much summary, and/or do not demonstrate understanding or curiosity about the text.

  8. AP Language and CompositionMonday, 22 May 2017 • Time will pass; will you? 6 school days remain in the spring semester. • Today’s Objectives: • Reading, analyzing and discussing Arthur Miller’s The Crucible • Act IV

  9. Housekeeping • Please make sure your grade is reconciled and accurate in Infinite Campus. • Book returns • The Language of Composition • Any and all novels • Collect optional syntax/vocab assignment • Keep abreast of the Daily Course Calendar. • Last updated May 15

  10. Coming Due—do not squander time—that’s the stuff life’s made of! • Wednesday • “Witch Hunt” parallel • Thursday • Portfolio Updates are Thursday. Please have the required assignments compiled and ready to archive.

  11. Today’s Class • Miller’s The Crucible • The central idea in any piece of literature is always THEME, keep this in mind throughout the reading of the text. • Assessment • Taking Notes for the test—it’s open book/open notes • Reading: completion of the play, Act IV

  12. Witch Hunting • Witch Hunt: An intensive effort to discover and expose disloyalty, subversion, dishonesty, or the like, usually based on slight, doubtful, or irrelevant evidence. • Name a witch hunt in recent history—where do we see evidence of this in our society today? Please bring this in on Wednesday.

  13. Primary Themes in The CrucibleFiction is truth… it just didn’t really happen… • A mounting tide of evil within a society can gain ascendancy disproportionate to the evil in any one member. • It is possible for human beings who appear to be agreeable and normal to be knowingly fully committed to evil. • Truth has no meaning when men believe only what they want to believe. • Honest common sense is impotent against unwieldy fanaticism. • Men can insulate themselves from truth and rationality by a chauvinistic confidence in their own judgment. • Situations exist in which “mere unaided virtue” (Melville) is not strong enough to counter diabolical occurrences. • The infection of injustice and/or evil may be spread by ordinary people who are both the mindless agents and victims. • Evil in a society may more often be occasioned by the denial of private responsibility than by deliberate villainy. • Long suffering may instruct that moral integrity, human dignity, and spiritual freedom are of more value than life without them. • Bold indicates a topic, not a theme.

  14. Evaluation • The 9-point rubric • 9-point descriptors • The Anchor Papers—these are “samples”—responses vary • Camera Shots (these are worth 50 points) • Scoring…

  15. AP one-word scoring descriptors for timed writing essays: Ineffective Essays A 4 is “inadequate” A 3 is “unsuccessful” A 2 is “confusing” A 1 is “ugh?” Effective and Adequate Essays • A 9 is “unique” • An 8 is “sophisticated” • A 7 is “effective” • A 6 is “adequate” • A 5 is “uneven”

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