Zero Period-AP Language and Composition Assignments

I apologize for the lateness of the test. I live very close to the protests going on in Long Beach and am a bit distracted by sirens and the smell of fire.

You have until noon tomorrow to complete it. Once you submit, you cannot go back.

From Tuesday, May 12 through Tuesday, May 19 you need to complete 2 FRQs to practice for the exam. There are 4 options to choose from: Owls FRQ, Banneker FRQ, Ghandi FRQ, and 1866 Letter FRQ. Again, for your grade in the class, complete 2 of them. If you do more than 2, I will apply the points to any Classwork Assignments you missed--which means you got a ZERO-- this semester. THE EXTRA ESSAYS ARE NOT EXTRA-CREDIT BUT MORE MAKE-UP WORK.

Complete on Vocabulary.com; this post is meant as a reminder

I believe you covered Satire last year in English (honors), so this assignment might serve more as a review. For those of you haven't studied it formally in class, I think you'll find it embedded in your media world.

1) Watch the attached videos. Start with "What is Satire?": A literary Guide for English Students and Teachers. Then, watch the two skits from the masters of satire: Saturday Night Live.

2) Next, go to the link to the very short article "Corporate Jargon Adjusted for Quarantine." After reading the article, write a paragraph (10-12 sentences) about what kid of Satire this article is (based on "What is Satire?" Video), what is it trying to do, and how does it do that (the how is when you will write about the language). If you aren't familiar with corporate jargon, you can probably ask your parents or google it. You should be quoting the article and paraphrasing the video. Please include a works cited for "What is Satire?" as well as "Corporate Jargon" sources. I've attached a MLA guideline that should help with YouTube.

This will be graded as a homework assignment, but I will be assigning a similar assignment related to Mark Twain next.

This is just a reminder. Complete the quiz on Vocabulary.com by midnight tonight.

Attached are the pages from the textbook. The story starts on page 660 if you want to use the link to the online version. Or, I've made PDFs of the pages at attached them here.

As you read, answer questions A-F as well as Analyze Visuals which are dispersed throughout the texts in the margins. For question F, you may have to look up the use of dashes (hint: they are NOT the same as hyphens). In addition, answer questions #1-#7 on page 667. You do not need to write any of the questions, but ALL answers should have enough detail so that I don't need to know what the question was to understand the answer: "The visual of Mark Twain riding a frog reflect the elements of a tall tale . . . " "The narrator is suggesting that the relationship between Wheeler and the narrator . . ."

Please include a MLA heading as well as title the assignment.

Take quiz online. This post serves as a reminder, not need to turn anything in on Google Classroom.

Be sure to use MLA format.

Just like the previous EoW, turn in the analysis chart here.

Attached is a three-way venn diagram for you to print up and work on. Please use either pencil, blue or black pen to fill it out. If you don't like venn diagrams, create or search another graphic organizer that compares and contrasts three different topics. Follow the instructions below:

1) Look up definitions of Dialect, Slang, and Standard American English. Write the basics of those definitions into your graphic organizer. Please note, these terms do have some things in common: don't assume every aspect of definitions will be in the difference sections (hint: esp. when it comes to dialect vs. slang)

2) Watch the YouTube videos I provide links to in the post following this one. After each video add to venn diagram. The videos are made up of mostly examples, but listen carefully! Videos might offer definition information as well.

3) Attend Vancester's lecture on Tuesday, April 21st (via Zoom or some other program--that will also be posted later). I will have lectures at different times throughout the day on Monday. I will provide times and platform before the weekend. If you cannot attend any of the lectures on Monday, I will try to post a recording of it (yikes) on this post afterward.

4) After or during lecture, edit and add to your Venn Diagram in a colored pencil or red, pink, purple, green pen. Take a photo of graphic organizer/scan graphic organizer/do entire graphic organizer via publishing software and upload that here to get your points.

It will be assigned through Vocabulary.com to be given on Friday. This will be an assessment grade. The tutorial tomorrow will provide ways to expedite your studying.

Taken through Vocabulary.com. The testing window is open from 7 a.m. until 11:59 p.m.

The instructions for the write-up are on the SOAPSTone handout. Please type these up in MLA format and submit separately from the analysis.

Because this is going under a different category than the write-up, I will be posting them as 2 separate assignments. Please do SOAPSTone for the article first. A copy of the format is attached.

This is an AP Classroom assignment through AP Central/ College Board. As of now, the AP Exam will be a Free Response Questions, aka as a timed essay. This one takes you back to the type of analysis that you did for The Great Speech. Now you get to practice writing about rhetoric in one sitting and within a limited amount of time. So, do this is one sitting, just like you will have to on the AP Exam.

These activities should already be completed and chillin' in your composition notebook. To turn them in via GC, take a picture of each activity -- if the activity is double-sided, don't forget to take picture of both sides; and make sure they are labeled clearly--and upload it those pictures to this post.

Write an argument about which character is most to blame for the tragedy of the Salem Witch Trials. Think in terms of if this character had been absent or acted differently, the fate of many of the characters might have been much different.

Good arguments will include at least 2 (3 is better) different reasons why this character carries most of the blame as well as addressing and rebutting a counter-argument (counterclaim). Quoting is never a bad idea, but since I want this done as a timed-writing, referencing character's actions as evidence is also fine. Yes, there are a few "right" answers to this questions but I will also be grading on how well I can punch holes in your argument. I highly recommend you re-read Act I and Act III before deciding on who you will blame.

Please type up your response on a google document. You can have as many paragraphs as you deem necessary. You will be working on organization and persuasive writing. Please type up the essay within 45 minutes; this is an AP Test Prep assignment. It needs to be done in ONE sitting. In order to "prove" you did this in one sitting and within 45 minutes please follow these instructions:

1) Type up your essay in one sitting.

2) When you are finished, close the document, wait 5 minutes, open the document again.

3) At the end of the essay, type up a little note to me about anything: how you are handing quarantine, what shows you've been binging, any questions you might have about the class or the exam, just whatever.

This is an assessment assignment. It is due on Wednesday.

Write a character profile of Danforth. Your profile is a single paragraph, so come up with a topic sentence that can encompass the different aspects of his character. The paragraph needs to include two quotes spoken by him from Act III.


You vs. Danforth

At the end of Act III, you have the opportunity to speak privately with Danforth. Write three arguments for reconsidering his decision to believe Abigail (and the girls) and not believe Proctor. One of your arguments must be credible (ethos), one must be logical (logos) and one must make him feel something (that will motivate him to change his previous decision). Keep in mind whom you are dealing with and tailor your arguments so that he will listen to you.


Ethos:



Logos:



Pathos:

The instructions can be found in Activity #36: 10 vocab words/rhetorical terms defined; 5 MC questions you got wrong (typed question and answers + paragraph reflection for each).

Poster instructions are in Activity #34. Posters are due Thursday by end of the day (I will leave campus at around 2:30). In addition to the poster, turn in a single-paragraph explanation of your sports analogy. Need only one per group. Write up can be turned in up until 11:59 PM Thursday.

I have this posted as an assignment so that you can see a reminder in google classroom. You will be taking the test in class. It will cover what happens in Act I and Act II of the play, Vocabulary in Activity #32 (and yes, it will be sentence completion), as well as around 5 quote identifications.

You are free to upload them to this assignment post or turn in a hand-written hard copy.

Only need one essay per group.

As a group, you will be writing an in-class essay in response the the question. Your analysis is in Activity #28. Please keep in mind:
*This is a multi-paragraph essay: you decide how many paragraphs you want. BUT, all essays need to have an intro, thesis, body, and conclusion.
*Be specific when referring to film: quote when you can or be detailed in your reference.

Must be a full 5 pages of writing plus a works cited page: 6 pages total

My sample is attached. DO NOT FORGET the Works Cited page at the end. Also, you may use the same section headings on the Roman Numerals (I, II, III, IV) and the capital letters.

PLEASE TURN IN A COPY of your outline so you can have access to your outline even if I haven't returned it.

It is due at the BEGINNING of class on the 4th.

Write 4 precis, one for each source, on the same file. Below are links to sample precis and a Highet example.

Complete with annotations related to rhetoric:

Identify all figurative language: metaphors, similes, personification

Identify and explain the use of additional rhetorical devices: anaphora, allusion, juxtaposition, alliteration, etc

Identify and explain spots where you stray from traditional grammar rules: Fragments, use of comma splices, one sentence paragraphs.

Explanations will include words like “emphasize,” “Create a tone of” “Add poetic rhythm” “Shift from X to Y” “Appeal to audience of . . .”

Answer ALL questions under Meaning, Purpose and Audience, Method and Structure, and Language. You can turn them in written out or typed up and uploaded here.

Technically, this is a second draft. Please have a hard copy ready to for self-evaluation tomorrow. If it is impossible to print up your essay at home or at LS before class, then upload it here and I will print it for you.

Definition Essay Prompt: Define using figurative and descriptive language which emotion that plagues you the most. Make it personal to you. What causes this emotion? How do you handle this emotion? What would your life be like if you felt it less? How much power do you feel you have against it? Finally, compare and contrast how it affects you vs. someone close to you.

The SoapSTONE part is in Activity #17; the write -up is turned in either here by Midnight or at the BEGINNING OF THE PERIOD.

You will be tested on the words in Activity #14 and the Rhetorical Devices (Terms) in Activity #6

In complete sentences, please answer ALL Meaning, ALL Purpose and Audience, Method and Structure EXCEPT #4, and Language EXCEPT #3 Questions. You can type them out and upload here OR you may turn them in hand-written at the BEGINNING of class on Monday.

You may type it up in MLA format and submit here or hand-write it to turn in at beginning of class on Tuesday. Should be 10-12 sentences long; 1-3 paragraphs

Write a 12-15 line poem much like the one in Activity #12. Your poem should have some tight, distinct parallel structure (maybe in 3 sequential lines), some anaphora (again, in at least 3 sequential lines) and a clear audience. It does not have to rhyme. You may turn it in hand-written on a separate sheet of paper or uploaded here. If hand-written, make sure you give it to me by the end of the period FRIDAY

This is a reminder. The test will cover the vocabulary in Activity #10 (Words are abhor, abominable, appease, ascribe, deliverance, discern, incense, induce, mitigation, whet, antipathy, disconsolate, momentous, negligible, prolific) as well as the following terms from Activity #6: consonance, alliteration, metaphor, imagery, simile, parallel structure, anaphora.

Please type up in MLA format: proper heading, double-spaced, Times 12pt font. A SINGLE paragraph, please.

The self-evaluation instructions projected in class on Wednesday are attached.

The best way to prepare for this test is to finish Activity #7 and read over Activity #6 definitions and examples. Test will be sentence completion and rhetorical device identification.

Even though I've provided a copy of the slideshow for each students, have ONE person in the group share his/her copy with everyone so y'all can work on the same file. Be sure everyone's names are on the presentation. I only need one copy per group.

If you typed the assignment, upload it here. If you wrote it inside your composition notebook, you'll be turning that in or as a packet.

Words come from the handout "Instructions Used in Academic Reading and Follow-up Writing Tasks" distributed on August 19. Review is in Activity #2.

Along with the video, I need the following information submitted with the video: the artist and title of your song as well as the tone word your group selected.