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- Excellent Resource for Teaching Tolerance During Intolerant Times
Tuesday, March 24, 2015
Monday, March 23, 2015
Teaching Argumentation Using a Model: Analysis of "Is Survival Selfish?" (HMH Collections, Page 317)
(A version of Wallace's essay in its entirety can be found by clicking on the following link. The introduction is different from the textbook, but otherwise the essay remains the same: http://www.theatlantic.com/national/archive/2010/01/is-survival-selfish/34962
Sunday, March 22, 2015
INSIGHT Activity: Interconnecting Numerous Sources Inspires Great Higher Thinking--Encouraging Text-Dependent Responses
Synthesis of All Texts Read in Course as well as Other Disciplines
INSIGHT: Interconnecting Numerous Sources Inspires Great Higher Thinking
Wednesday, March 18, 2015
I often use models as a way to teach analysis.
Scholars: It is good to read examples of analytical writing because it helps you understand how to write your own analysis essays. The habit of reading and studying models (examples) is the best way to learn how to write more effectively. Below is an analysis that I wrote on Patrick Henry's Speech in the Virginia Convention.
Tuesday, March 17, 2015
Sunday, March 15, 2015
Thursday, March 12, 2015
AP English Language and Composition--Factors that Contribute to a Lower Grade on the Argumentative Essay
|Argument Over a Card Game, Jan Steen (no date)|
These are musings/thoughts of mine, not those of The College Board.
Wednesday, March 11, 2015
Teaching Argumentation: Analysis of "Monkey See, Monkey Do, Monkey Connect" (HMH Collections, Grade 9, page 123)
Below is an analysis of the latter part of de Waal's essay. I use the de Waal's text (in its present form) to instruct students about argumentation, claims, counterclaims, addressing counterclaims, and types of evidence. I frontload the discussion by explaining that this article was excerpted from another text or book, and most likely de Waal included appropriate citations or endnotes for his research, so that students understand my critique is in no way meant to disparage de Waal's authority, but rather to utilize his essay as a vehicle for teaching argumentation.
Tuesday, March 10, 2015
Check out these links on globalization:
Monday, March 9, 2015
|In the Style of Kairouan (Paul Klee, 1914)|
Sunday, March 8, 2015
|Memory, Agnes Lawrence Pelton (1937)|
Saturday, March 7, 2015
|Break Ground, Grant Wood (1936)|
These are musings/thoughts of mine, not those of The College Board. Handwrite these notes in the affirmative to reinforce your learning. The title of your notes should be "Factors That Contribute to a Higher Score on the AP English Language and Composition Analysis Essay."
Monday, March 2, 2015
Sunday, March 1, 2015
- No more than 4 or 5 sentences for the introductory paragraph. Be sure that you have a strong thesis statement (can be two sentences) that directly and specifically outlines what you will be discussing in your essay. Use key words from the prompt (or synonyms for key words). If there isn't a clear thesis in the opening paragraph, the AP Reader has a difficult time assessing whether or not you adequately fulfilled the assignment as he/she reads the body paragraphs. Be sure to address all aspects of the prompt in your thesis (if it is two parts), and of course, save the elaboration for the body of your essay. Your thesis should be your "anchor," or "North Star" as you write the paper. No elaboration or examples in the opening paragraph (save that for the body paragraphs).
Friday, February 27, 2015
|Synthesis of Movement, Giacomo Balla (1914)|
I give the following suggestions to my students.
The Synthesis Prompt appears first in the Free-Response Section of the AP English Language and Composition Exam. Synthesis is a blending of ideas from other sources to create a new whole (your essay). In this exam, there will be either 6 or 7 Sources (A through G) that you will need to read and gather ideas to support your argument--your response to the prompt. At least one of the Sources will be visual (a chart, a graph, a picture, a cartoon). The directions on the exam tell you that you must incorporate at least 3 different Sources into your discussion (essay). You may think of the Synthesis Essay as a mini Research Paper. You are being tested on your ability to read, evaluate, and utilize the Sources in a coherent written argument. Below are some pointers that I have come up with after teaching AP English for many years, as well as from my experience as an AP Reader. The suggestions below are not necessarily part of the rubric from The College Board. They are based on the conclusions that I have drawn after reading and evaluating many Synthesis Essays over the years.
Thursday, February 26, 2015
Check out the following links:
Sunday, February 22, 2015
Wednesday, February 18, 2015
"Evaluation is the act of considering or examining something in order to judge its value, quality, or importance" (Encarta World English Dictionary). In an Evaluative Essay on Literature you choose to compare and contrast the qualities of a few texts based on certain criteria and then make a judgment/evaluation about which text you feel was most successful.
For example, you might compare/contrast stories from a particular writing genre, such as Mystery/Horror/Suspense stories. First you need to decide the criteria that you will use to evaluate the different texts. For literature, your criteria would be some of the elements of fiction. Consider plot, setting, characterization, dialogue, figurative language (similes, metaphors, personification), description/imagery, mood (emotional atmosphere), climax, theme, ending, foreshadowing, irony, pacing, etc.
Monday, February 16, 2015
Over the years I've experimented with ways to increase vocabulary skills in students. Formerly, I would give straight quizzes/tests on the vocabulary, but found that testing alone was not a very productive way for students to learn the vocabulary. They might remember the words briefly for the test, but quickly their knowledge of the vocabulary dissipated. Now I give the students a list of words and two weeks to complete an assignment such as the one below:
Myth 1: Learning is aware and purposeful.
- We don't always have awareness of the learning process or its outcomes. In addition, we learn all the time and we often do so without awareness that we're leaning--without meaning to learn anything at all.