LAMARBELLRINGERS

2015-2016

Bell Ringer #1WHAT IS AP LANGUAGE?

• AP English Language and Composition is a college- level class.

• The basic idea is that you are taking a freshman college composition class this year.

• Next year, in AP 12, you will basically be in a college literature class.

How do you pass?

• AP Exams are scored on a scale of 1-5.• 3,4,5 are considered passing scores and you

MAY be eligible for college credit.

What if you DON’T PASS?

• While I want you all to pass, the national pass rate hovers around 48-52 percent.

• For college-bound students, this course will benefit you exponentially whether you pass the exam or not.

• You can still pass this class if you do not pass the exam.

Tell me about the test…

• The exam is 3:15 in length.

• The fist section is Multiple Choice and is one hour long. You will read 4-5 passages of American literature, both pre and post Twentieth century and answer between 50-55 multiple choice questions.

• You will then have a 15 minute break.

Three Essays in 2:15

• 1. synthesis• 2. rhetorical analysis• 3. open argument

• *take notes while I explain

Bell Ringer #2Saturday Session Dates

• September 26, 2015• January 9, 2016– English Mock Exam• March 12, 2016• May 11, 2016– EXAM

• Plan to be there—you will receive grade for this.

Bellringer #3

• Word Crimes https://www.youtube.com/watch?v=8Gv0H-vPoDc

• This is a great start for grammar review– after I have read your papers, I will use YOUR mistakes as examples– no worries… your identity will remain secret….

This thing is NOT equal to this thing

1. It’s ≠ its (it’s= it is, a contraction; its is a pronoun)

2. “” ≠ emphasis3. Be ≠ b4. You ≠ u5. To whom ≠ to who6. Irony ≠ coincidence

Bellringer #4Weird Al Day 2

• Do NOT• Use exclamation marks in your formal essays

(unless they are included in a direct quote)• Forget your spellchecker!!!• Abbreviate in any way

Bellringer #4Weird Al Day 3

• Random definitions inspired by Weird Al1. nomenclature-- the devising or choosing of names for things, especially in a science or other discipline

• 2. prose- not poetry, but essays, novels, etc.• 3. syntax– sentence structure• 4. homophones-- each of two or more words

having the same pronunciation but different meanings, origins, or spelling (their, they’re, there)

• 5. Oxford comma– AKA serial comma, using a comma before the coordinating conjunction in a series

Bellringer #4Weird Al Day 4 Proofreader’s

Marks

Bell Ringer #5What is Rhetorical Analysis?

1. What is a rhetorical analysis?2. What can you analyze?• Answer the above questions to the best of

your ability.

What we analyze…

• 1. structure• 2. purpose– you must determine this• 3. style

RHETORICAL STRATEGIES YOU MAY NEED TO ANALYZE(Structure)

• 1. Example• 2. Comparison and contrast• 3. Definition• 4. Cause and effect• 5. Process• 6. Analysis• 7. Classification

ELEMENTS OF STYLE YOU MAY NEED TO ANALYZE (AKA STYLISTIC DEVICES)

• 1. subject matter• 2. selection of detail• 3. organization• 4. point of view• 5. diction• 6. syntax• 7. language• 8. attitude• 9. tone

• What else (not included above) can/will/do you notice?

Bellringer #6– write down ten notes regarding this poem.The Rose That Grew From ConcreteTupac Shakur

Did you hear about the rose that grewfrom a crack in the concrete?Proving nature's law is wrong itlearned to walk with out having feet.Funny it seems, but by keeping its dreams,it learned to breathe fresh air.Long live the rose that grew from concretewhen no one else ever cared.

Bellringer #7MLA Heading and Formatting

Bellringer #8

• NOTES AND TIPS TO DISCUSS REGARDING YOUR ANALYSIS ESSAYS

• ABC RULE• Subject Verb Agreement• Include textual references and specific examples• Bad Titles

– Analysis Essay– My Analysis Essay– Rhetorical Device Analysis– My Rhetorical Device Analysis

• Don’t define…“One definition of rhetoric is the ability to use language effectively. When arguing, a person wants their words to be as effective as possible.”

• Don’t capitalize words you believe to be important… just because you believe them to be important…

• Don’t automatically defer to logos, ethos, and pathos

• A use of the semicolon is to join independent clauses joined by a conjunctive adverb.

Example: Students need to make certain that they are

responding to the prompt in the correct mode; however, elements of description need to be incorporated in all tested modes.

• Contractions-- Leave them out– spell out both words

• AVOID Rhetorical Questions• Do not use the word you

Or IOr weOr meOr us

• Avoid The words, just, very, seem, feel• Don’t right justify your margins• Length• Present tense• Always introduce/ support your quotes in your

text.• Spell check– use it• Do not underline or italicize your title

Bellringer #9 -- Write down five notes regarding the poem below.

And the Ghostsby Graham Foust

they own everything

Bellringer #10

Consider: The “LOST GENERATION” is a term used to describe the generation of writers active immediately after World War I. Gertrude Stein used the phrase in conversation with Ernest Hemingway, supposedly quoting a garage mechanic saying to her, "You are all a lost generation." The phrase signifies a disillusioned postwar generation characterized by lost values, lost belief in the idea of human progress, and a mood of futility and despair leading to hedonism.*You may use your phone to look up unfamiliar words.Do you believe that this is a term exclusive to the 1920’s or is it applicable to other generations such as yours?

Bellringer #11Jot down what you feel the effect of the choice of the word “vulnerable” has on this passage and the

characterization of Nick.

“In my younger and more vulnerable years my father gave me some advice that I’ve been turning over in my mind ever since. “Whenever you feel like criticizing any one,” he told me, “just remember that all the people in this world haven’t had the advantages that you’ve had.”

Bellringer #12-- feral

• https://www.youtube.com/watch?v=qjtGw_NuBIA

Bellringer #13-- scintillate

• https://www.youtube.com/watch?v=E_wU3KmFBh0

Bellringer #14-- ubiquitous

• https://www.youtube.com/watch?v=sTotALmnpn8

• Ideas for later bellringers follow:

Another Reason Why I Don'T Keep A Gun In The HouseBilly Collins

The neighbors' dog will not stop barking. He is barking the same high, rhythmic bark that he barks every time they leave the house. They must switch him on on their way out. The neighbors' dog will not stop barking. I close all the windows in the house and put on a Beethoven symphony full blast but I can still hear him muffled under the music, barking, barking, barking, and now I can see him sitting in the orchestra, his head raised confidently as if Beethoven had included a part for barking dog. When the record finally ends he is still barking, sitting there in the oboe section barking, his eyes fixed on the conductor who is entreating him with his baton while the other musicians listen in respectful silence to the famous barking dog solo, that endless coda that first established Beethoven as an innovative genius.

• http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• Is Amazon becoming too powerful? ClaimDataDataDataWarrant

• AMERICAN DREAM—Should the US care that it is not #1?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• Should you feel guilty about killing a spider, ant or other bug?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• What time should Black Friday sales start?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• Should developers be allowed to build in and/or near The Grand Canyon?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• Should children be allowed to wear what they want?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• How should schools handle unvaccinated students?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• Is prom worth it?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• Should schools offer students money for good test scores?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• Should students be able to grade their teachers?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• What are the best teaching methods for getting students to behave in class?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• Does the way your classroom is decorated affect your learning?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• Does your generation have too much self-esteem?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

• Does pop culture deserve serious study?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

Bellringer

• When should you feel guilty for killing zombies?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

Bellringer

• Do your teachers use technology well?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

Bellringer

• Does social media ever make you feel bad?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

Bellringer

• Does technology make us more alone?

http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0

Bellringer #

• https://youtu.be/i3byt7xMSCA

1. What is the argument?2. Who is the audience?3. How/ Why is this effective?

Bellringer

https://youtu.be/lbpuSPL-FNU

1. What is the argument?2. Who is the audience?3. How/ Why is this effective?

Keyboard Commands