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AP Language and Composition. “It’s a Trenchant Teenager Tuesday!” January 15, 2013 Mr. Houghteling. AGENDA. Bellringer “ Let Teen-agers Try Adulthood” Multiple-choice quiz on “Teen-agers” will be on Wednesday! . Number 1.
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AP Language and Composition “It’s a Trenchant Teenager Tuesday!” January 15, 2013 Mr. Houghteling
AGENDA • Bellringer • “Let Teen-agers Try Adulthood” • Multiple-choice quiz on “Teen-agers” will be on Wednesday!
Number 1 • A. Information and images, as well as, the real and virtual freedom of movement we associate with adulthood, are now accessible to every 15- and 16-year-old. • B. Information and images, as well as the real and virtual freedom of movement we associate with adulthood, are now accessible to every 15- and 16-year-old. • C. Information and images—as well as the real and virtual freedom of movement we associate with adulthood, are now accessible to every 15- and 16-year-old.
Number 1 • A. Information and images, as well as, the real and virtual freedom of movement we associate with adulthood, are now accessible to every 15- and 16-year-old. • B. Information and images, as well as the real and virtual freedom of movement we associate with adulthood, are now accessible to every 15- and 16-year-old. • C. Information and images—as well as the real and virtual freedom of movement we associate with adulthood, are now accessible to every 15- and 16-year-old.
Number 2 • A. For all the faults of college, at least the adults who dominate the world of colleges, the faculty, were selected precisely because they were exceptional and different, not because they were popular. • B. For all the faults of college, at least the adults, who dominate the world of colleges, the faculty, were selected precisely, because they were exceptional and different not because they were popular. • C. For all the faults of college at least the adults who dominate the world of colleges; the faculty, were selected precisely because they were exceptional and different—not because they were popular.
Number 2 • A. For all the faults of college, at least the adults who dominate the world of colleges, the faculty, were selected precisely because they were exceptional and different, not because they were popular. • B. For all the faults of college, at least the adults, who dominate the world of colleges, the faculty, were selected precisely, because they were exceptional and different not because they were popular. • C. For all the faults of college at least the adults who dominate the world of colleges; the faculty, were selected precisely because they were exceptional and different—not because they were popular.
Number 3 A. There is nothing utopian about this idea; it is immensely practical and efficient, and its implementation is long overdue. B. There is nothing utopian about this idea, it is immensely practical, and efficient, and its’ implementation is long overdue. C. There is nothing utopian about this idea, it is immensely practical and efficient; and its implementation, is long overdue.
Number 3 A. There is nothing utopian about this idea; it is immensely practical and efficient, and its implementation is long overdue. B. There is nothing utopian about this idea, it is immensely practical, and efficient, and its’ implementation is long overdue. C. There is nothing utopian about this idea, it is immensely practical and efficient; and its implementation, is long overdue.
Number 4 A. For those 16-year-olds who do not want to do any of the above, we might construct new kinds of institutions, each dedicated to one activity from science to dance to which adolescents could devote their energies, while working together with professionals in those fields. B. For those 16-year-olds who do not want to do any of the above we might construct new kinds of institutions—each dedicated to one activity—from science to dance, to which adolescents could devote their energies while working together with professionals, in those fields. C. For those 16-year-olds who do not want to do any of the above, we might construct new kinds of institutions, each dedicated to one activity, from science to dance, to which adolescents could devote their energies while working together with professionals in those fields.
Number 4 A. For those 16-year-olds who do not want to do any of the above, we might construct new kinds of institutions, each dedicated to one activity from science to dance to which adolescents could devote their energies, while working together with professionals in those fields. B. For those 16-year-olds who do not want to do any of the above we might construct new kinds of institutions—each dedicated to one activity—from science to dance, to which adolescents could devote their energies while working together with professionals, in those fields. C. For those 16-year-olds who do not want to do any of the above, we might construct new kinds of institutions, each dedicated to one activity, from science to dance, to which adolescents could devote their energies while working together with professionals in those fields.
Anticipation Guide • The American high school, as it is now constructed, is not working. • Teenagers are much more mature now than they ever have been. • It is more likely that a student treated like an outsider in high school will be more successful as an adult than other students. • Individuality and dissent are discouraged in an American high school. • Most adults don’t like adolescents. • Students should enter college at age 16. • A high school is one of the only places in which people are segregated by age so restrictively.
1. Identify Leon Botstein’s main idea: 2. Analyze Leon Botstein’s tone. How would you describe Botstein’s attitude toward teachers? Use descriptive adjectives to discuss his tone. Explain your answer, using references from the text when possible. 3. Based on the information presented in the passage, identify one reason teenagers should enter the real world and explain whether you agree or disagree with Botstein’s reasoning.
4. Analyze and explain the meaning of Botstein’s statement that “…the rules of high school turn out not to be the rules of life” (para. 3). 5. Explain why Botstein makes a reference to the Columbine High School tragedy (“Littleton shootings” para. 1). 6. Raise one counterargument to Botstein’s argument and discuss it in depth.
The Quiz (22 minutes)—Wednesday • You may use the text while taking the quiz. • You must use POE. What does this mean? • You must WRITE on your quiz: underline or mark keywords of phrases in the questions. • Cross off bad answer choices. • Write the letter of your answer in the margin.
