Day one English 3 AP

1. Day oneEnglish 3 AP Mr. Campolmi Intro., syllabus, procedures, “fun”

2. Hi. • My name is Campolmi. • I have spelt it phonetically to help you: • cam-pole-me • You can try this, too: cam*pole*me • Welcome to English 3.

3. About me • I am an English teacher. • This is my sixth year teachering English. • I’ve taught in Texas, Arizona and South Carolina previously. • I have an English degree from the University of Georgia (class of ‘02). • English degrees are good for teaching English and not much else.

4. Campolmi is awesome • My wife and I don’t live around here so don’t look for us. • We have two dogs and probably a cat. • Dill is my dog, and he’s just about as awesome as I am. • (Also, you should get the literary reference of my dog’s name. If not, you don’t remember freshmen lit very well . . . )

5. Campolmi! • I have lived all over the country. • This is the ninth state in which I have lived. • I was born in NY, but that was a long time ago. • Please ask questions now. (If you ask questions now, I will honestly answer them. I can’t guarantee that I will honestly answer questions about myself ever again. In fact, I’ll most definitely lie.)

6. Information sheet • Front (please print): • Your name • Your email address • Your parents’ names • Their email address • Their phone number

7. Information sheet • Back (still printing because you rock): • What English you took last year and with whom (if here at AK) • One thing you remember from last year (preferably something important-ish) • Internet access at home yes or no • What is awesome about you. (And that should be, like, a sentence. Maybe. Anymore awesome than that, and I won’t be able stand it. The awesomeness, that is.)

8. Objectives of English 3 AP • To provide a broad writing experience to students wanting to further sharper their analytical and rhetorical skills. The special focus of the course is upon argumentation and the analysis of arguments.

9. Objectives • We will conduct a study of American literature. Be prepared to study novels, speeches, poetry and plays. We will analyze for arguments, author’s purpose and use of language.

10. Objectives • We are required to complete the graduation paper. • Any rumor you have heard of its demise is false.

11. And so on. • Website is go time fun super now! • http://campolmi.cmswiki.wikispaces.net/ • Syllabus • The AP Exam: • Friday, May 9, 2014 at 8:00am • 3 hours and 15 minutes • 2 components: Multiple Choice and Free Response • Contact and Tutoring Information • Thursdays, 2:30-3:00pm in A302 or at other times by appointment.

12. More. • AP exam: • Friday May 9 at 8:00 AM • 3 hours and 15 minutes • 2 components: MC and free response

13. Prescribed fun • You are not sitting in your seat. • If you expect me to learn your names (and I suppose you should want that), then I need you to sit in the same spot everyday. • So this is “fun.”

14. Good. More team building. • Turn to a person next to you. • You have 60 seconds to learn their name and two other facts about them. • I would write down whatever you learn about your friend/enemy/neighbor.

15. First assignment: “This I Believe” essay • These essays were originally read on the radio. • They all have a common thesis: I believe ____. • Written in first person. • You’ll be writing about something in which you believe (fairly obvious at this point, right?).

16. Example • I will read one example out loud. • As I read, note the following: • What does the speaker believe? • What is one personal experience the speaker relays? • What is one detail that stands out? • How does the speaker relate this experience to a general understanding of the world (rather than a myopic, personal-only understanding)? • How many times does the speaker explicitly state her belief?

17. What does the speaker believe? • What is one personal experience? • Detail?

18. Relate experience to real world? • Explicitly state? • So what is it? • I believe . . .

19. Brainstorm/draft • Come up with 3 ideas. Beliefs are complex things and have many components. • Come up with 1-3 experiences that illustrate your beliefs. • List the details you want to focus on. • REMEMBER: • Thesis is “I believe ________” • Thesis supported by personal observation and experience • Use first person

20. Today • You have the rest of class to outline and draft your essay. • HOMEWORK • Sign and return the syllabus letter found on the website • Print a copy of your syllabus • Finish your “This I Believe” essay. You may handwrite this assignment though typing is encouraged. NOTE: I have difficulty reading cursive.

21. August 29/30 – Warm Up Warm Up: Review the course syllabus. Highlight key information and underline sections about which you have questions. Write a brief statement about what you will need to do to succeed in this AP Language and Composition course. Share your statement with a neighbor.

22. Close Reading • Explicate: verb [trans] • To analyze and develop (an idea or principle) in detail • To analyze a literary work in order to reveal its meaning • Raise your hand if: • You have annotated a text before. • You have found annotation to be a helpful tool in reading a text.

23. “She Unnames Them” Follow along as I read this short story to you. As you read, circle or underline anything that you have a question about as we read. You should have at least 5 marked passages by the end (when I did this, I had 8!). On your own, re-read the passage. In each place that you indicated you had a question, write the question in the margin.

24. “She Unnames Them” Questions

25. The Graduation Project - Overview The Graduation Project is an opportunity to pursue resolution of a question about which you have genuine concern. The question may grow out of interest that you have had for some time or one that has arisen recently through course work or personal experience. As you identify and pursue resolution of your question, you will learn a great deal about your topic and yourself.

26. The Graduation Project - Overview • You will learn to: • goals, recognize persuasive arguments used by others, recognize source bias and learn to create your own arguments. • You will read: • books, magazines articles and internet publications about your topics. • You will discuss your topic with numerous people.

27. The Graduation Project - Overview After developing a thorough understanding of the topic, you will create a project that shows your particular beliefs about the topic and advocates something (a particular action or way of thinking) related to the topic. After engaging in research, you will develop an argument about the topic. Then you will use that research (and information you find as the project evolves) to support that belief and convince others of the validity of your belief.

28. Parts of the Graduation Project Selecting a Topic- Your goal is to choose something that deeply interests you and is controversial in nature. The research project should be one that requires knowledge across multiple subjects and combines more than one content area. It should be broad enough to allow you access to enough information, yet narrow enough to make the research scope reasonable. You should not be an expert in your subject already. The goal is to learn something new about a topic that genuinely interests you. Please note, that all topic selections must be appropriate for presentation to a Review Board and the general public.

29. Parts of the Graduation Project Choosing a Genre: All AP students are required to write an argumentative paper. In other words, you are going to develop a sophisticated case for a particular point-of-view. You will need to argue for your position, reference the counterargument(s), and answer any valid objections (concession and reply) as a means to strengthen your argument.

30. Parts of the Graduation Project • Collecting Data- We will meet in the media center several times during the year to find articles that best support and counter your arguments. However, much of your research will take place independently. Research should take a variety of forms: • primary and secondary, journals, books, newspapers, non-print sources (film, photos, video, graphics, tables, and charts). • Students may design, administer, and analyze surveys, conduct interviews or experts, access online databases, or consult portable database products. Students should tailor the type of research to their topic of research to ensure a reasonable balance of sources. Plan on using a minimum of 15 resources. Do not rely solely on online sources. You will learn to carefully document all research information and how to cite your papers according to the MLA handbook for Writers of Research Papers.

31. Parts of the Graduation Project Extracting and Synthesizing- Once you are able to articulate your argument and demonstrate counter arguments for each of your arguments, we will begin the process of writing the paper. Your task will be to find supporting information that clearly is relevant to your thesis and related ideas. You will also integrate student generated visual aids (diagrams, charts, graphs, pictures, graphic organizers, etc. to emphasize importance content. Your paper will be approximately 6-8 pages.

32. Senior Year: Product & Presentation • The product should be something from which you can grow and benefit. Examples of products: • Physical product- build or make something (fashion outfit, computer program) • Written product- write a short novel, a journal of reflective essays, a short story, poetry • Performance- perform a dance, a musical selection that has been written • Conduct a teaching or leadership experience- teach a junior high or elementary class a series of lessons or skill • Physical experience- learn to sky dive, run a marathon, etc. • Career-related project- complete a job shadowing experience in a profession area that you wish to work, volunteer (Note: job shadowing without any application beyond the shadowing experience is generally considered too lightweight to meet the “completion” requirements

33. First Graduation Project Paper Due Date September 24/25 your choice of topic will be due to me. Start thinking about and researching now, but we will also spend a class in lab C108 on 9.6 (A)/9.9 (B) to help you narrow down your ideas.

34. HW • Read “Thank You, M’am.” • Create five quality questions about the text. • Get a copy of Scarlet Letter. (first reading due 9.20—reading calendar/sched forthcoming) • Rhetoric intro with assignment on Friday. I will also assign your textbooks.

35. Closing • “I want to stand as close to the edge as I can without going over. Out on the edge you see all the kinds of things you can't see from the center.” --Kurt Vonnegut, Jr. • What do you think Vonnegut means? • Compare what you thought with a neighbor. • Share.

36. First Graduation Project Paper Due Date September 24/25 your choice of topic will be due to me. Start thinking about and researching now, but we will also spend a class in the media center to help you narrow down your ideas.

37. 8.30 warm-up • What are some of the topic ideas you’ve brainstormed for your grad project? • What are some questions you have about it?

38. Introduction to Rhetoric • Definitions of rhetoric: • The study of effective, persuasive language use; according to Aristotle, use of the “available means of persuasion” (Shea 1). • What does it mean to be skilled at rhetoric? • One has the tools to resolve conflicts without confrontation, to persuade readers or listeners to support their position, or move others to take action. • Examples?

39. The Rhetorical Triangle Also called the Aristotelian triangle, because he first described the interaction among subject, speaker/writer, and audience. This triangle will help you to consider the different components of any written or spoken work and how they influence the final product.

40. The Rhetorical Triangle Content Exigency Intention Expectations Exigency Exigency Audience Speaker/Writer Tone Context Exigency

41. Audience Activity I will give each of you a slip of paper. Do not share your slip with a neighbor or anyone else. Consider the situation on your assigned slip. Write a paragraph on your topic to the group or individual indicated as the audience. You should be as convincing as posible.

42. Audience Activity • Discuss with the other members of your group. • How did different people address the issue? • How did the treatment differ when applied to different audiences? • What convincing rhetoric did you hear?

43. SOAPSTone SOAPSTone is an acronym representing a series of questions you must ask yourself, then answer as you plan a composition. Some of these elements will be familiar from the rhetorical triangle. S – Speaker O – Occasion A – Audience P – Purpose S – Subject Tone

44. SOAPSTone Practice Turn on pg. 12 of your Shea’s book. There you will find an excerpt from Homer’s The Iliad. Read the provided context, then perform a SOAPSTone analysis on the excerpt with someone sitting near you. Each person should write out the elements of the analysis.

45. Homework Read the provided context and the letter written by Albert Einstein on pgs. 9-10 of your Shea’s book. Write a paragraph in which you answer the first question using the first two components of the second question (through the rhetorical triangle, context, and purpose).

46. Closing • Think • Look back over the definitions you compiled at the beginning of class. Think of ways in which two of them (not tone) could be used to influence elements of the rhetorical triangle. • Pair • Share your thoughts with a neighbor. • Share • What are some ways these devices could be used?

47. August 31/Sept. 4 – Warm Up • Objectives: • Establish the canons of rhetoric and its characteristics. • Introduce ethos, logos, and pathos. • Use SOAPSTone to analyze literature. • Warm Up: • Think of a convincing speech you once read or heard (even if you later changed your mind). Write down the speaker and the occasion as best you remember it. • Make a bulleted list of things that made the speech convincing – what kinds of arguments did the speaker make? What kinds of rhetorical devices did the speaker use?

48. Finish Audience Activity • Go back over the paragraph you wrote for your topic and audience. Do you think you will be effective? Make changes if not. • Meet with your group members. Each group member should read their paragraph to the group. • Discuss the following together: • How did different people address the issue? • How did the treatment differ when applied to different audiences? • What convincing rhetoric did you hear? Why was it convincing?

49. Canons • Invention • Finding ways to persuade. • Arrangement • Putting together the structure of a coherent argument. • Style • Presenting the argument to stir the emotions. • Memory • Speaking without having to prepare or memorize a speech. • Delivery • Making effective use of voice, gesture, etc.

50. Einstein Letter • Vote, raise your hand if: • You found Einstein’s letter effective • You did not find Einstein’s letter effective • Why or why not? • What elements of rhetoric are represented here?