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

Sir Francis Bacon (1561 - 1626)

Friday, December 23, 2011

GREAT NEW SITE FOR ARTICLES LONGFORM.ORG

http://longform.org/

This site has links to the best of the long non-ficiton of the year.  And it is nicely offers up a brief sentence or two regarding each article.  Feel free to use any of these articles for your journals.

Thursday, December 15, 2011

Six-Way Tone Paragraphs

Assignment:

Write six paragraphs. Each of which exemplifies one of the following tones:

Condescending: showing or implying condescension by stooping to the level of one's inferiors, especially in a patronizing way

Nostalgic: unhappy about being away and longing for familiar things or persons

Whimsical: playfully quaint or fanciful, esp. in an appealing and amusing way

Laudatory: expressing praise and commendation

Sardonic: grimly mocking or cynical

Exhilarated: feeling very happy, animated, or elated

DUE by the end of the 2nd Quarter.
Remember, tone (in writing) is conveyed by Details, Imagery, Diction, Figurative Language, and Syntax.

See the examples below.

Casual tone

"The way I look at it, someone needs to start doing something about disease. What’s the big deal? People are dying. But the average person doesn’t think twice about it until it affects them. Or someone they know."



Formal tone

“There was a delay in the start of the project, attributable to circumstances beyond the control of all relevant parties. Progress came to a standstill, and no one was prepared to undertake the assessment of the problem and determination of the solution.”


Tone: insane, nervous, and guilty

“It was A LOW, DULL, QUICK SOUND -- MUCH SUCH A SOUND AS A WATCH MAKES WHEN ENVELOPED IN COTTON. I gasped for breath, and yet the officers heard it not. I talked more quickly, more vehemently but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased. Why WOULD they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observations of the men, but the noise steadily increased. O God! What COULD I do? I foamed -- I raved -- I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder -- louder -- louder!”

-Edgar Allen Poe’s “The Tell-Tale Heart”,



Tone: calm, peaceful

“It was very late and everyone had left the cafe except an old man who sat in the shadow the leaves of the tree made against the electric light. In the day time the street was dusty, but at night the dew settled the dust and the old man liked to sit late because he was deaf and now at night it was quiet and he felt the difference.”

–Ernest Hemingway “A Clean, Well-Lighted Place”


Tone: mysterious, secretive, ominous, or evil.

“There was a steaming mist in all the hollows, and it had roamed in its forlornness up the hill, like an evil spirit, seeking rest and finding none. A clammy and intensely cold mist, it made its slow way through the air in ripples that visibly followed and overspread one another, as the waves of an unwholesome sea might do. It was dense enough to shut out everything from the light of the coach-lamps but these its own workings, and a few yards of road; and the reek of the labouring horses steamed into it, as if they had made it all.”

-Charles Dickens A Tale of Two Cities

Rhetorical Analysis (Historical Speech)

Politicians, philosophers, Kings, and world leaders frequently rely on rhetoric when speaking to the public. Select a speech from the list of the top 100 speeches on http://www.americanrhetoric.com/ or any speech relating to your study in American or European History and then analyze the rhetorical strategies employed by the speechwriter in the construction of the speech’s purpose.

The paper should not be a summary of the speech.

The paper should not be a review of the speech.

Identify the speechwriter’s purpose and analyze the rhetorical strategies used in order to develop the speech’s thesis.

Your paper should do all of the following:

1. Identify the main argument and / or purpose of the speech

2. Examine the ways in which the thesis and / or aim of the speech’s argument is supported through the through rhetorical strategies. Choose a selection of strategies and techniques to analyze; do not attempt to discuss everything about the speech

3. Interpret or explain why you think that the speechwriter made the particular rhetorical choices they did in an effort to forward their main argument or achieve their purpose. These choices are not random.

The essay should be 400-600 words. The essay is due on by the end of the 2nd Quarter.

Classification Essay

Assignment:

Write a 300-400 word classification essay which mimics the works we have read this week. Classifications can be either complex, where each member shares one distinguishing feature with every one else in that class but not with any members of other classes, or binary, where there are two classes which are exclusive because of one distinguishing feature that is either present or absent.

Important dates: *There are no late papers. This is the end of the quarter.

Friday 12/16 Lab time

Monday 12/19 Classification Essay Due

Monday, December 05, 2011

Narrative Essay

 Assignment:

Write a 300-400 word narrative essay which mimics the work we have read this week (“Salvation”).
Be sure to consider the following:


1. Point of view

2. Chronology

Important dates: *All late papers are penalized one full grade for every school day the essay is late.

Friday 12/9 Lab time

Monday 12/12 Narrative Due

List of Class Notes Due 12/9 ***NOTE***Study Session 12/10***

Class Notes 2nd Quarter AP English


11/7/11 “Death of A Moth” Woolf Paragraph on question #1 pg. 478

11/8/11 “Death of A Moth” Woolf Group discussion of MC , tone, combat imagery, and comparison of Petrunkevich piece.

11/14 Mitford essay #2 on pg264

11/15 Peer editing

11/16 Consideration of MC and questions on rhetoric and style on MITFORD

11/17 Question #6 on “DNA as Destiny”

11/21 First part of #3 on “The Inheritance of Tools”

11/22 Consideration of MC and questions on rhetoric and style on SANDERS

11/28 Question #2 on “How to Tame a Wild Tongue”

11/29 Group peer editing of Process essays- Select best three and explain.

12/1 Question #2 on Rhetoric and Style and MC hand out.

12/6 Peer Editing

Friday, December 02, 2011

An Definition Essay Exemplar

There can be no daily democracy without daily citizenship.

-Ralph Nader


To be a citizen is to be human. To be a citizen is to be selfless. To be a citizen is to be tolerant. Citizenship requires the individual to control their most basic instincts in adherence to a set of social norms which allow and foster the security and freedom of civilization. While many creatures participate in social behavior, only humans have achieved civilization. From the ancient Mayans to the present day nations of the world, humans form societies where structure fosters the greater good and diminishes the most selfish and base human motivations. For example, to allow a jury, judge, and justice system to not only determine guilt but also issue punishment is the more civilized response to the most basic emotion of revenge. Having Michael Jackson’s family form a posse chase down and exact revenge on his doctor would be uncivilized. While his brothers and sisters still feel the pain and the thirst for justice, they yield not to their emotions but to the rule of law and by doing so practice the act of citizenship. When President John F. Kennedy joined the Navy, he joined out of a sense of service. Serving his country on a PT-boat in the Pacific Ocean was an act of selflessness. He chose to put his country first and his personal safety second. This is an act of citizenship. Citizenship is not just patriotism or obedience of law. Citizenship is the active positive participation in a group. Students of GHS who are members of the Student Council, National Honor Society, or a Varsity sport, are not only acting as citizen of the school but citizens of each group. The sense of belonging and collaborative effort towards a goal or set of values derived from citizenship is much like the idea of community. The difference being a member of a community denotes passivity and inactivity. Citizenship requires action and effort. This focus on action is what makes the ties between citizenship and democracy so taunt and strong. The tie is not flimsy like a child’s shoelace but strong like the iron chains which anchored the USS Constitution off the shores of America’s Eastern Seaboard. Citizenship is our way of putting forth collaborative effort toward the noblest goals. Democracy is our way of putting forth collaborative citizenship toward the noblest communities.