Reading makes a full man, conference a ready man, and writing an exact man.

Sir Francis Bacon (1561 - 1626)

Thursday, September 15, 2011

Comparison/Contrast Essay

Assignment:

Each of the two passages below describes an encounter between two people and a reflection concerning its meaning. Read the passages carefully, and write an essay in which you compare and contrast the ways each writer conveys the experience. Your analysis should include a discussion of speaker, point of view, selection of detail, and other stylistic and rhetorical features you consider significant. Limit your textual reference to only these excerpts.

Our work schedule for this essay will be:
Thu 9/15 – Brainstorming, outlining, etc
Tuesday 9/20- Lab time
Thursday 9/22- Lab time
Friday 9/23- Lab time

All late papers are penalized one full grade for every day the essay is late.
The essay is Due on 9/23/11 by 2:10 p.m.

“Black Men and Public Space"--Brent Staples

My first victim was a woman-white, well dressed, probably in her early twenties. I came upon her late one evening on a deserted street in Hyde Park, a relatively affluent neighborhood in an otherwise mean, impoverished section of Chicago. As I swung onto the avenue behind her, there seemed to be a discreet, uninflammatory distance between us. Not so. She cast back a worried glance. To her, the youngish black man-a broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a bulky military jacket seemed menacingly close. After a few more quick glimpses, she picked up her pace and was soon running in earnest. Within seconds she disappeared into a cross street.

That was more than a decade ago, I was twenty-two years old, a graduate student newly arrived at the University of Chicago. It was in the echo of that terrified woman's footfalls that I first began to know the unwieldy inheritance I'd come into--the ability to alter public space in ugly ways. It was clear that she thought herself the quarry of a mugger, a rapist, or worse. Suffering a bout of insomnia, however, I was stalking sleep, not defenseless wayfarers. As a softy who is scarcely able to take a knife to a raw chicken--let alone hold one to a person's throat--I was surprised, embarrassed, and dismayed all at once. Her flight made me feel like an accomplice in tyranny. It also made it clear that I was indistinguishable from the muggers who occasionally seeped into the area from the surrounding ghetto. That first encounter, and those that followed,
signified that a vast, unnerving gulf lay between nighttime pedestrians- particularly women—and me. And I soon gathered that being perceived as dangerous is a hazard in itself. I only needed to turn a corner into a dicey situation, or crowd some frightened, armed person in a foyer somewhere, or make an errant move after being pulled over by a policeman. Where fear and weapons meet--and they often do in urban America--there is always the possibility of death.

In that first year, my first away from my hometown, I was to become thoroughly familiar with the language of fear. At dark, shadowy intersections, I could cross in front of a car stopped at a traffic light and elicit the thunk, thunk, thunk of the driver--black, white, male, or female-- hammering down the door locks. On less traveled streets after dark, I grew accustomed to but never comfortable with people crossing to the other side of the street rather than pass me. Then there were the standard unpleasantries with policemen, doormen, bouncers, cabdrivers, and others whose business it is to screen out troublesome individuals before there is any nastiness.



“On Compassion” Barbara Lazear Ascher

The man’s grin is less the result of circumstance than dreams or madness. His buttonless shirt, with one sleeve missing, hangs outside the waist of his baggy trousers. Carefully plaited dreadlocks bespeak a better time, long ago. As he crosses Manhattan’s Seventy-Ninth Street, his gait is the shuffle of the forgotten ones held in place by gravity rather than plans. On the corner of Madison Avenue, he stops before a blond baby in an Aprica stroller. The baby’s mother waits for the light to change and her hands close tighter on the stroller’s handle as she sees the man approach.
The others on the corner, five men and women waiting for the crosstown bus, look away. They daydream a bit and gaze into the weak rays of November light. A man with a briefcase lifts and lowers the shiny toes of his right shoe, watching the light reflect, trying to catch and balance it, as if he could hold and make it his, to ease the heavy gray of coming January, February, March. The winter months that will send snow around the feet, calves, and knees of the grinning man as he heads for the shelter of Grand Central or Pennsylvania Station.
But for now, in this last gasp of autumn warmth, he is still. His eyes fix on the baby. The mother removes her purse from her shoulder and rummages through its contents: lipstick, a lace handkerchief, an address book. She finds what she’s looking for and passes a folded dollar over her child’s head to the man who stands and stares even though the light has changed and traffic navigates around his hips.
His hands continue to angle at his sides. He does not know his part. He does not know that acceptance of the gift and gratitude are what makes this transaction complete. The baby, weary of the unwavering stare, pulls its blanket over its head. The man does not look away. Like a bridegroom waiting at the altar, his eyes pierce the white veil.
The mother grows impatient and pushes the stroller before her, bearing the dollar like a cross. Finally, a black hand rises and closes around green.
Was it fear or compassion that motivated the gift?

Monday, September 12, 2011

Quarter One Assignments

Syllabus for 1st Quarter
AP LANG 2011-2012
% of YR Grade
Qtr1 0.200000 Weighting % of QTR Grade
Assignment 1 Class Notes First Five Weeks Classwork/Homework 50% 10.00%
Assignment 2 Class Notes Second Five Weeks Classwork/Homework 10.00%
Assignment 3 Reading Journal First Five Weeks Classwork/Homework 10.00%
Assignment 4 Reading Journal Second Five Weeks Classwork/Homework 10.00%
Assignment 5 Summer Reading Classwork/Homework 10.00%
Assignment 6 Compare/Contrast Essay Essays/Projects 25% 5.00%
Assignment 7 Synthesis Essay Essays/Projects 5.00%
Assignment 8 Argument Essay Essays/Projects 5.00%
Assignment 9 Annotation of Article Essays/Projects 5.00%
Assignment 10 (3) Timed Writing Revisions Essays/Projects 5.00%
Assignment 11 Timed Writing 1 Timed Writings 25% 2.50%
Assignment 12 Timed Writing 2 Timed Writings 2.50%
Assignment 13 Timed Writing 3 Timed Writings 2.50%
Assignment 14 Timed Writing 4 Timed Writings 2.50%
Assignment 15 Timed Writing 5 Timed Writings 2.50%
Assignment 16 Timed Writing 6 Timed Writings 2.50%
Assignment 17 Timed Writing 7 Timed Writings 2.50%
Assignment 18 Timed Writing 8 Timed Writings 2.50%
Assignment 19 Timed Writing 9 Timed Writings 2.50%
Assignment 20 Timed Writing 10 Timed Writings 2.50%

0.200000 100.00%









Reading Journals should have 10 of the following entries, without duplication, per five weeks:
A 400 word imitation of the author's style
A 400 word retelling of one scene in the book from a different point of view
A 400 word discussion of the author's tone
A 400 word discussion of one the the three Appeals
A 400 word discussion of a recurring rhetorical device
A 400 word discussion which connects the novel to another piece we have read in class
A 200 word argument response regarding a premise in the novel
A 200 word character sketch
A 200 word response which discusses one instance of a rhetorical device
A 200 word response to a quote from the text.
A 200 word discussion on the diction on one page of the novel
A 200 word discussion on the speaker
A 100 word statement of the author's purpose
A 100 word statement of the author's intended audience
An Annotation of a two-page excerpt

Class notes should include:
Short In-Class Writing Responses
Annotations
Class Notes
Multiple Choice answers with rationales
Group work notes
New vocabulary

Major essays: Separate assignment guidelines will be provided.
Annotation of an Article: Separate assignment guidelines will be provided.
Revised Timed Writings: Show an honest attempt to improve the essay by at least 1 or 2 points.