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Recognition, Happy Birthdays and Congratulations!

Recognition, Happy Birthdays and Congratulations! . What are you reading?. Today’s funny. AP Language and Composition It’s Thursday, 7 September 2017. Time will pass; will you? 60 school days remain in the fall semester. Today’s Objective: Students will review:

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Recognition, Happy Birthdays and Congratulations!

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  1. Recognition, Happy Birthdays and Congratulations!

  2. What are you reading?

  3. Today’s funny

  4. AP Language and CompositionIt’s Thursday, 7 September 2017 • Time will pass; will you? 60 school days remain in the fall semester. • Today’s Objective: • Students will review: • Students will read, analyze, and discuss the concept of fear, as presented in Niccolo Machiavelli’s The Prince. Machiavellian adjective 1.of, like, or befitting Machiavelli. 2.being or acting in accordance with the principles of government analyzed in Machiavelli's The Prince, in which political expediency is placed above morality and the use of craft and deceit to maintain the authority and carry out the policies of a ruler is described. 3.characterized by subtle or unscrupulous cunning, deception, expediency, or dishonesty: He resorted to Machiavellian tactics in order to get ahead.

  5. Housekeeping • Picture re-takes are Monday, 9/11 • Period 1: Paz de Christo is this Friday • Don’t just say it, do it. • Keep abreast of the Daily Course Calendar. This is a fluid document… • Last updated September 6

  6. Coming Due—do not squander time—that’s the stuff life’s made of! • Note on time management: • You should be spending 3-5 hours a week on research. • You should be completing the vocab/grammar assessment as the lessons and logs are completed. • Due Monday, 9/18 • Vocab Log #3 • Annotated Bibs # 3 and 4 • —tii upload is required—please upload these as two separate documents--# 3 and #4 • You must turn in printed copies on the due date

  7. Scoring the work: 55 total points. Please copy the template on your essay. • Reading: 15 points. Close reading. At least two comments/annotations per page—vocab logs? • Assigned Question: 10 points. Each of you will answer this after consulting with your group—in your own words, full sentences, with examples and evidence for support. In ink. • Multiple-choice: 10 points. Group work/10 minutes. • Discussion: 20 points for speaking/15 points for engagement • Speaking #1: Read and explain your answer to the assigned question(s) • Speaking #2: Participation in the Socratic Seminar

  8. Today’s Class Objective: Students will read, analyze, and discuss the concept of fear, as it is presented in Niccolo Machiavelli’s The Prince.

  9. Today’s Class Objective: Students will read, analyze, and discuss the concept of fear, as it is presented in Niccolo Machiavelli’s The Prince.

  10. Today’s Class Objective: Students will read, analyze, and discuss the concept of fear, as it is presented in Niccolo Machiavelli’s The Prince.

  11. Today’s Class Objective: Students will read, analyze, and discuss the concept of fear, as it is presented in Niccolo Machiavelli’s The Prince.

  12. Today’s Class Objective: Students will read, analyze, and discuss the concept of fear, as it is presented in Niccolo Machiavelli’s The Prince.

  13. Today’s Class Objective: Students will read, analyze, and discuss the concept of fear, as it is presented in Niccolo Machiavelli’s The Prince.

  14. Today’s Class Objective: Students will read, analyze, and discuss the concept of fear, as it is presented in Niccolo Machiavelli’s The Prince. • Read and lightly annotate the essay (20 minutes) • We need eight groups. Questions and discussion on rhetoric and style (30 minutes) • Group 1: Questions 1 and 3 • Group 2: Question 2 • Group 3: Questions 4 and 5 • Group 4: Questions 7 and 8 • Group 5: Question 9 • Group 6: Question 11 • Group 7: Question 12 and 13 • Group 8: Question 14

  15. Today’s Class Objective: Students will read, analyze, and discuss the concept of fear, as it is presented in Niccolo Machiavelli’s The Prince. • Multiple-choice: groups/10 minutes • Socratic Discussion—to end of class • Is it better to be feared than loved?

  16. Scoring the work: 55 total points • Reading: 15 points—at least two comments/annotations per page—vocab logs? • Assigned Question: 10 points. Each of you will answer this after consulting with your group—in your own words, full sentences, with examples and evidence for support. In ink. • Multiple-choice: 10 points. Group work/10 minutes. • Discussion: 20 points for speaking/15 points for engagement • Speaking #1: Read and explain your answer to the assigned question(s) • Speaking #2: Participation in the Socratic Seminar

  17. 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.

  18. The “checked practice” assignments I would rather reward you for effort than punish you with a grade for some assignments. We will do a number of “practice” assignments of varying levels of difficulty. I don’t always expect you to have the “right” answers; indeed, there may be many “right” answers as a matter of opinion. What I look for is thought and effort. I can tell by looking at your work approximately how much thought and time was put into the assignment.  Did you attempt to complete the assignment when you got to class, for example? This would definitely not demonstrate effort. If you would like to contest a grade, simply bring the assignment in to me, with proper reasons, and we’ll discuss it. • +: A range (90-100%): Excellence and Effort. Time, effort, and diligence are apparent. All the work is completed; full support is offered for all answers; examples are given when needed. (25 = 22.5-25) •  : B range (80-89%): Adequate work and effort. The work was completed, but more support and effort and development should be apparent. You understood the assignment, but might have done better. (25 = 20-22.5) • -: C range (70-79%): Average work and effort. An attempt was made to complete the assignment, but your understanding of it is not clear, effort may not be apparent and the work may be sloppy. (25 = 17.5-20) • U: D range (50-69%): unacceptable work. Your work is incomplete, rushed, or simply incorrect. This level or work in unacceptable for an AP-level class. (15)

  19. Facts do matter—understand the point of credibility

  20. Today’s Class Objective: Students will review the standards for credible research. • Class Website • Reviewing CARS—your “bible” for research • The CARS Checklist for Research (Credibility, Accuracy, Reasonableness, Support) • Be SAFE when you research—look for Statistics, Anecdotes, Facts and Expert Opinions

  21. 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.

  22. Today’s Class Vocabulary log out? Objective: To review and begin to learn the basics of synthesis writing. • What is synthesis writing? • From a Greek root which means “to put together,” synthesis is the process of bringing together information from various sources, written or visual, to develop a position on a particular topic and form a new whole. • Explanatory Synthesis: brings together sources to illustrate a subject (encyclopedias, textbooks, brochures, museum guides, music performance notes, etc.) • Argumentative Synthesis aims to persuade, to convince readers of a claim. Some evidence (sources) is provided to support the claim, while other evidence (sources) may be used to represent views the writer rejects (commonly known as refutation).

  23. 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”

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

  25. 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

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