Summer Assignment 2017-2018 - Hutto High School€¦ · o Logical Appeals (Ethos, Pathos, Logos) o...
Transcript of Summer Assignment 2017-2018 - Hutto High School€¦ · o Logical Appeals (Ethos, Pathos, Logos) o...
AP LANGUAGE AND COMPOSITION
Summer Assignment
2017-2018
Instructor: Ashley R. Cloud
E-mail: [email protected]
AP LANGUAGE AND COMPOSITION
AP LANGUAGE AND COMPOSITION
AP Language and Composition:
Summer Assignment Throughout this course, students will receive not only information regarding writer/speaker’s
implementation of stylistic devices, numerous types of rhetorical devices and strategies, and the
exposure and teaching in creating different modes of composition, but they will also be taught to
contextualize non fiction pieces they read within the historical narrative for greater
understanding. This fast-paced course will hold students to the expectation of completing
extensive reading and writing both inside and outside of class.
One of the required readings for this course will be Jay Heinrich’s Thank You for Arguing. For
this assignment, students will read and annotate the first 13 chapters of this text. While doing so,
each students will complete a series of typed notes over the text and then read two arguments
about the representation of Pocahontas in popular media. Finally, students will use their
knowledge of the argument styles from Heinrich, and their own knowledge to evaluate the
validity and accuracy of the arguments presented through the completion of the rhetorical
situation and two comparative short answers. In doing so, these text and analytical assignments
will allow us a “jump start” in the area of argumentative analysis and constructions, and it will
expose us to rhetorical reading – a vital skill for this course. Please read below for assignment
purpose, objectives, standards, and directions.
Purpose
The purpose of the summer assignment is to expose students to the different interpretations of a
historical event that took place in the United States, and have them read a variety of sources
critically and rhetorically. Students will be able to practice and hone their reading and annotating
skills, which will be utilized throughout the duration of the course. AP Language and
Composition requires students to read and write critically. During the first week of school,
students will use their annotated readings to write a synthesis essay about historical
interpretation. See assignment for prompt.
Objectives
By completing this assignment, students should be able to:
• Read and annotate a document to derive understanding and meaning.
• Read rhetorically and identify author’s purpose, meaning, and effect on audience,
context, and message.
• Understand and analyze the components of argumentation.
• Synthesize information from multiple texts to begin outlining an argument.
AP LANGUAGE AND COMPOSITION
Standards Addressed
TEKS: Texas Essential Knowledge and Skills
This assignment addresses the following TEKS:
• English III: 9A, 9D, 13D
CCRS: College and Career Readiness Standards
This assignment addresses the following CCRSs:
• English: II.A.1, II.A.9, II.A.11
AP Standards
This assignment addresses the following AP standards:
• Language and Composition: analyze and interpret samples of purposeful writing,
identification and analysis of rhetorical strategies.
Note
The full text of the TEKS, CCRS, and AP Standards can be found online. Links are posted on my
teacher website on the Hutto High School page. http://tinyurl.com/pcyz34f
The Assignment
Comparative Reading/Viewing – On
AP LANGUAGE AND COMPOSITION
Pocahontas
Rationale: Many teachers of rhetoric and composition claim “everything’s an argument,” and in many respects, this is true. When we write, whether we are explaining a process or making an academic argument, we want to convince our audience that we are credible, convincing writers. The book Thank You For Arguing essentially outlines how we effectively make a claim and convince others that this claim is not necessarily right, but that it is valid and can be substantiated. It is important that you begin studying this curriculum with the basic components of argument — not to win an argument, but to substantiate that argument. Thank You For Arguing will introduce you to the art of rhetoric and academic arguments. Heinrich has divided his informative yet entertaining book of lessons into five sections- Introduction, Offense, Defense, Advanced Offense, & Advanced Agreement. He also provides appendices, which include a summary of the main rhetorical tools and a glossary of rhetorical terms. More importantly, this book will serve as an excellent bridge between the expository essay and persuasion analysis of Pre-AP English II and the stylistic and argumentative analysis of AP Language and Composition. You will then use the information that you have learned from Heinrich’s text to complete the analysis of two arguments centering on Pocahontas.
Thank You for Arguing Notes:
You are responsible for buying a copy of Thank You for Arguing by Jay Heinrichs. You are responsible for reading the introduction and the first 13 chapters (pages 3-141). For each chapter, students will complete the following:
1. Annotate the chapters. See the guide to annotation attached.
2. TYPE a short summary, which addresses the main points in the chapters, and takes note of important terminology (in bolded text). In your summary, HIGHLIGHT important terms. The length of these summaries depends on the length of the chapters, but each summary should be a minimum of 10 sentences. Title each summary by its chapter title. See the example summary attached.
a. This should be typed: 12 point font, Times New Roman
3. You will upload your final draft of the summaries to turnitin.com on the first day of school.
Comparative Reading
You will read the attached two nonfiction pieces about Disney’s Pocahontas. For each piece, you should complete the attached Rhetorical Situation sheet. See the model provided as an example.
● Gary Edgerton and Kathy Merlock Jackson, from Resigning Pocahontas: Disney, the “White Man’s Indians,” and the Marketing of Dreams
AP LANGUAGE AND COMPOSITION
● Jacquelyn Kilpatrick, “Disney’s Politically Correct Pocahontas”
Pocahontas & Pop Culture: Analysis
● You should watch Disney’s Pocahontas. The two nonfiction pieces that accompany in part two of the assignment will reference this movie. See below for where you can find the film to watch.
o Film is available on Hulu o Film is available for rent on Amazon o I will be screen the film during summer at the high school on
the following dates: ▪ July 7th @ 10:00 am ▪ July 24th @ 10:00 am
● You will then use your knowledge of the two articles and the movie to answer the questions at the end of this assignment. Responses must be 5-10 sentences in length and must be supported with evidence from the movie or texts where noted.
For MLA in-text citation – see The Owl at Purdue online writing lab. In text citations should be formatted by (author last name page#) and should come at the end of a sentence.
Example: “It was January and Victor was nine years old. He was sleeping in his bedroom in the basement of the HUD house when it happened” (Alexie 1).
Example Notes for Thank You for Arguing
Chapter One: Open Your Eyes
Summary:
In this chapter, Heinrichs spells out the difference between an argument and a fight: an argument
AP LANGUAGE AND COMPOSITION
tries to win over and audience whereas a fight attempts win, period. Arguing is about persuasion,
fighting is about domination. Argumentation is supported by rhetoric: how the arguer constructs
their message. A key component of rhetoric is recognition of audience. If you do not take into
account who your audience is and what their beliefs and values are, you are dooming your
argument to failure. It also helps to provide a concession to your audience: recognize how they
may argue back and then rebuttal against it. This allows you to use your opponent’s points to win
your argument. Heinrichs emphasizes the importance of audience: you must change the
audience’s mood- to get them ready to hear your message, you must change the audience’s mind
– convince them of your message, and then fill the audience with the desire to act – they must
receive the message and act upon it. In order to change the mood, you appeal to the audience’s
emotion. In order to change the audience’s mind, you must point them in the direction of your
message by using logic. Lastly, in order to get your audience to act, which is the most difficult,
you must convince the audience that acting will not inconvenience them.
AP LANGUAGE AND COMPOSITION
Rhetorical Situation/CAPP Analysis Example
CAPP stands for context, audience, persona, and purpose. You will use this protocol when coming up with
your introduction for the rhetorical analysis essay. You should memorize the components so that you can
complete the rhetorical situation without aid.
Woodrow Wilson’s Speech Before Congress
Context
❑ Time
❑ Place
❑ People
❑ Events
❑ Motivating force behind speaker/narrator
❑ April 2nd, 1917 – the United States. ❑ Congress – lawmakers and legislators. ❑ Came after the sinking of the Lusitania (1915), the Zimmerman
telegram (Jan ’17), and Germany’s announcement to return to unrestricted sub warfare (Feb ’17).
❑ United States pop for the most part – still isolationist ❑ Motivating Force loyalty and duty to the world community.
Audience
❑ WHO IS THE AUDIENCE?
❑ Their Knowledge
❑ Their Attitudes
❑ Their Beliefs
❑ Audience Congress (and their constituents – the American ppl)
❑ Aware of domestic (isolationism) and international situations. ❑ Attitude conflicted desire to stay out of war and to make the
world safe for democracy
❑ Beliefs America is the world’s example of a democracy (City on a Hill). Freedom for all peoples should be upheld.
Persona
of the Speaker/ Narrator
❑ How does he/she want to be perceived?
❑ What does he/she presume about their audience?
❑ Wilson wants to be perceived as a calm but firm, logical, and patriotic American who believes that America should uphold its founding values around the world. He believes in maintaining peace and that the only way to do so is to fight a war.
❑ Wilson presumes that Congress is divided by the interests of the American people.
Purpose
❑ Infinitive phrase (to + strong verb + clarifying explanation + by showing ____)
❑ To urge Congress to join the fight in WWI to make the world safe for democracy by showing that the actions of the Central Powers run counter to the ideals of peace and democracy.
Motivating Force: the reason behind an action, decision, or thought. Examples can include –
❑ Love
❑ Fear
❑ Guilt ❑ Envy
❑ Jealousy
❑ Pride
❑ Ambition
❑ Friendship
❑ Conscience
❑ Vanity
❑ Anger
❑ Greed
❑ Affection
❑ Loyalty
❑ Survival ❑ Gratitude
❑ Compassion
❑ Shame
❑ Duty
Rhetorical Situation: bring together all the elements of the rhetorical situation from above in 2-3
sentences max.
Woodrow Wilson delivered his War Message to a divided pro isolationist/pro war Congress on
April 2nd, 1917, just a few months after the unveiling of the Zimmerman Note and Germany’s
announcement to return to unrestricted warfare. Wilson, knowing that U.S. involvement in the
war was inevitable and evoking American ideals and patriotism, firmly urged Congress to join
the fight in WWI to make the world safe for democracy by showing that the actions of the
Central Powers run counter to the ideals of peace and democracy.
AP LANGUAGE AND COMPOSITION
From The College Board
Guide to Annotation
For each document provided for the comparative reading portion of this assignment, students
will:
● Highlight/underline key information and terms.
o Look for areas in the text that help you uncover the message, audience, context, attitude, or author’s purpose
o Create notes in the margin to explain why highlighted/underlined text is important.
o Create notes in the margin to discuss the main idea.
● Trace the argument of the text in the margin.
● Mark literary devices including, but not limited to (see page ___ for a list of these terms and their definitions):
o Connotation
o Denotation
o Diction
o Juxtaposition
o Logical Appeals (Ethos, Pathos, Logos)
o Syntax
o Figurative Language (simile, hyperbole, metaphor, imagery)
o Repetition
o Assonance
See the student example for guidance. We will refer back to and use these annotated documents throughout the year.
AP LANGUAGE AND COMPOSITION
Rhetorical Strategies & Definitions
Antecedent – short tale narrating and interesting or amusing biographical incident
Diction – word choice (a single word)
Denotation – the straightforward (dictionary) meaning of a word
Euphemism – a more agreeable word substituted for an unpleasant one (died/passed away).
Colloquialism – slang and use of familiar expressions
Connation – emotional overtones of a word: poison, victim, seized, or gently, brutally, softly.
Allusion – reference to history, mythology, religion, or literature
Analogy – comparison in which an idea or a thing is compared to another thing that is quiet different from it. Allusions aim as explaining that idea or thing by comparing it to something that is familiar to the reader. Metaphors and similes are tools used to draw an analogy; thus, an analogy is more extensive and elaborate than either a simile or metaphor.
Apostrophe – addressing an absent figure or an abstraction
Extended Metaphor – a comparison between two unlike things that continues throughout a series of sentences in a paragraph or lines in a poem.
Hyperbole – extreme exaggeration
Image/Imagery – any description that appeals to one of the five senses: visual, auditory, tactile, gustatory, or olfactory.
Juxtaposition – the placing of two unlike things close to each other.
Oxymoron – conjoining contradictory terms
Paradox – statement that seems improbable or not true but that proves true
Understatement – minimalizes a fact
Rhetoric – the deliberate exploitation or eloquence for the most persuasive effect in public speaking or writing: the art of persuasion. See below.
AP LANGUAGE AND COMPOSITION
Message – the main idea of a text based on details and examples.
Purpose – what the speaker wants the audience to do or think about; the persuasive element.
Speaker – established credibility; connects with the values of the audience
Audience – a specific person or group that can be characterized as having values and beliefs
Context – the situation that gives rise to the text
Shift – change in position; movement (as in tone shift, shift in point of view)
Syntax – the way in which words or phrases are ordered and connected to form sentences; or the set of grammatical rules governing such order. See below.
Antecedent – word referred to by pronoun
Antithesis – a balance of opposites
Clause – a group of words with a subject and a verb; can be independent or dependent.
Loose Sentence – type of sentence in which the main idea comes first (“we went over the river and through the woods to grandmother’s house.”)
Periodic Sentence – main idea comes last (“Over the river and through the woods, to grandmother’s house we go.”)
Pacing – rate at which a text develops (fast, slow, hurried) based on the length and arrangement of sentences.
Parallelism – arrangement of similarly constructed clauses or sentences suggesting some correspondence between them.
Repetition – repeating a word or phrase for emphasis
Tone – the writer’s attitude toward the subject and audience – created by
diction, details, images, language, and syntax
Useful Resources for Help
AP LANGUAGE AND COMPOSITION
For help with annotations and literary terms, see the following resources:
https://www.ramapo.edu/crw/files/2013/03/20-2.pdf
http://bcs.bedfordstmartins.com/litgloss/
For help with citation, see the following resource:
https://owl.english.purdue.edu/owl/resource/747/02/
If you have any questions about the assignment or any
of the readings, please do not hesitate to email me at
I will check my email regularly throughout the summer.
AP LANGUAGE AND COMPOSITION
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CAPP Analysis
Analyzing the Rhetorical Situation
Reading Title & Author: Jacquelyn Kilpatrick, “Disney’s Politically Correct Pocahontas”
Context
❑ Time
❑ Place
❑ People
❑ Events
❑ Motivating force behind speaker/narrator
Audience/
intended
audience
❑ WHO IS THE AUDIENCE?
❑ Their Knowledge
❑ Their Attitudes
❑ Their Beliefs
Persona of the
Speaker/
Narrator/ point of
view
❑ How does he/she want to be perceived?
❑ What does he/she presume about their audience?
Purpose
❑ Infinitive phrase (to + strong verb + clarifying explanation + by showing ________)
Motivating Force: the reason behind an action, decision, or thought. Examples can include- Love, Fear,
Guilt, Envy, Jealousy, Pride, Ambition, Friendship, Conscience, Vanity, Anger, Greed, Affection, Loyalty, Survival,
Gratitude, Compassion, Shame, Duty
Rhetorical Situation: bring together all the elements of the rhetorical situation from above in 2-4
sentences max.
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CAPP Analysis
Analyzing the Rhetorical Situation
Reading Title & Author: Jacquelyn Kilpatrick, “Disney’s Politically Correct Pocahontas”
Context
❑ Time
❑ Place
❑ People
❑ Events
❑ Motivating force behind speaker/narrator
Audience/
intended
audience
❑ WHO IS THE AUDIENCE?
❑ Their Knowledge
❑ Their Attitudes
❑ Their Beliefs
Persona of the
Speaker/
Narrator/ point of
view
❑ How does he/she want to be perceived?
❑ What does he/she presume about their audience?
Purpose
❑ Infinitive phrase (to + strong verb + clarifying explanation + by showing ________)
Motivating Force: the reason behind an action, decision, or thought. Examples can include- Love, Fear,
Guilt, Envy, Jealousy, Pride, Ambition, Friendship, Conscience, Vanity, Anger, Greed, Affection, Loyalty, Survival,
Gratitude, Compassion, Shame, Duty
Rhetorical Situation: bring together all the elements of the rhetorical situation from above in 2-4
sentences max.
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Pocahontas Comparative Short Answer Questions
These questions must be answered in detail with text evidence to support your analysis. For each question,
you should have a clear and detailed answer, a quote from the piece to support your answer (w/ correct in
text citation), and an explanation and/or analysis of how your quote supports your answer. Your answers
should be well thought out, meet the length requirement, and have the three components above. Your
answers should be at least 5-10 sentences in length.
1. The authors write: “The film’s scriptwriters chose certain episodes from her life, invented others, and in the
process shaped a narrative that highlights some events, ideas, and values, while suppressing others (par. 7).
For example, historians deny the love story portrayed between Smith and Pocahontas. In addition, the song
has Pocahontas asking herself: “Should I marry Kocoum?” Historical accounts tell us that Pocahontas did
marry him. Why would the filmmakers decide to do what Edgerton and Jackson claim? Is it true that
filmmakers “terminate the narrative at the most expedient juncture,” avoiding the awful realities of history
“to keep audiences as comfortable as possible by providing a predictable product” (par. 8)? You should
have specific references to the movie to support your answer.
AP LANGUAGE AND COMPOSITION
2. Does the film reinforce stereotypes, as the authors claim, or does it enlighten its viewers about racism and
intolerance, as Thomas Schumacher suggests in the epigraph to the article? Explain. Use specific references
to the film to support your answer.
AP LANGUAGE AND COMPOSITION
Annotation Student Example
Yours should look similar in detail. Annotate for key concepts, rhetorical strategies, and makes notes to yourself in the margin that will aid you in understanding the reading.
AP LANGUAGE AND COMPOSITION
NOTES