YOU READING THIS, BE READY
Starting here, what do you want to remember?
How sunlight creeps along a shining floor?
What scent of old wood hovers, what softened
sound from outside fills the air?
Will you ever bring a better gift for the world
than the breathing respect that you carry
wherever you go right now? Are you waiting
for time to show you some better thoughts?
When you turn around, starting here, lift this
new glimpse that you found; carry into evening
all that you want from this day. This interval you spent
reading or hearing this, keep it for life.
What can anyone give you greater than now,
starting here, right in this room, when you turn around?
Thursday, 10/1: "Mother to Son" Response, 20 pts. Google classroom.
Friday, 10/2: Make sure you have The Catcher in the Rye for our meet.
Sign up for MYSFP (10 pts.). Thank you!
Monday, 9/21: "Theme for English B" Response, 20 pts.
Read "Theme for English B" twice, slowly and carefully. Your assignment is to be the Columbia University professor/instructor and give the "paper" a grade, then write a one page (minimum) response to your student Langston Hughes as to why. You must comment on at least 3 specific lines from his poem. Did you notice similarities with A Raisin in the Sun?
Please write in your notebook (1 page minimum) and take a picture and submit.
Tuesday, 9/22: Bring A Raisin in the Sun.
9/18: Raisin in the Sun reading exam, 100 pts.
Also, we will be registering for the AP Language & Composition exam.
If you do not have an AP account, you need to create one at www.collegeboard.org
Friday, 9/18: A Raisin in the Sun Reading Exam, 100 pts.
Welcome to a challenging and rewarding, eye and mind opening literary year! Looking forward to meeting all of you on Monday.
Don't forget to read the American dramatic masterpiece, A Raisin in the Sun. If you didn't start it yet, that's okay, but you should begin reading it this weekend. The reading exam will probably be on September 17th and 18th.
Also, we will be registering for the AP Language & Composition exam. If you do not have an AP account, you need to create one at www.collegeboard.org
Your google class code and meet link were emailed on 9/10.
By the end of the year you will be able to:
1. analyze and interpret samples of good writing, identifying and explaining the author’s use of rhetorical strategies and techniques (repetition, imagery, metaphor, tone, diction, sytax, punctuation, allusions, etc.)
2. apply effective strategies and techniques in your own writing
3. create and sustain arguments based on readings and/or personal experience
4. write for a variety of purposes
5. produce expository, analytical, and argumentative essays that introduce a complex central idea, and develop it with appropriate evidence and commentary
6. demonstrate understanding and mastery of standard written English as well as stylistic maturity in your own writing (if you haven't found your voice yet, you will find it this year, and it will be so rewarding and revealing!)
7. move effectively through the stages of the writing process, with careful attention to inquiry (reflecting on the how and why), drafting, revising, editing, and review
8. write thoughtfully about your own process of composition
9. revise a work to make it suitable for a variety of audiences
THE EXAM IN MAY
Students write essays that respond to 3 free-response prompts from the following categories.
- Synthesis Essay: After reading 6 texts about a topic (that include a graph, chart, cartoon, etc.), students will compose an argument that combines and cites at least 3 of the sources to support their thesis.
- Rhetorical Analysis Essay: Students will read a nonfiction text and analyze how the writer’s language choices contribute to the intended meaning and purpose of the text.
- Argument Essay: Students will create an evidence-based argument that responds to a given topic.
- Multiple Choice Includes 5 reading passages and sets of multiple choice questions.
- 23–25 Reading questions that ask students to read and analyze nonfiction texts.
- 20–22 Writing questions that ask students to “read like a writer” and consider revisions to stimulus texts.