1st, 2nd and 3rd weeks: November 30 through December 18, 2009
"I cans:"
"I can compare two writers with confidence" because "I can
use antithesis," because"I can use parallel structure," because
"I can economically summarize a writer's ideas," and because "I
can identify, name and analyze a writer's rhetorical strategies, purpose and
audience."
"I can debate a controversial topic with confidence" because "I can research material from various sources," because "I can devise my position on an issue," because "I can organize material to support my position," because "I know how to become familiar with both sides of the proposition," because "I can use concession and rebuttal to confound my opponents," because "I can use 'segun' technique to introduce support," and because "I know how to write, time and practice three kinds of speeches prepared for a debate."
FOREWARD: This time between Thanksgiving and Winter Breaks affords us an opportunity to accomplish project work based on the learning that we have done so far this academic year. There are four main components - timed writing; debate; comparison writing; and vocabulary. Each one of these is presented and worked in a more self-directed plan than the work heretofore. As a result, you will need to put your own plans into place in order to be able to produce the work. Mr. Jollymore will give you 1) the assignments to get started 2) benchmarks to measure your progress and 3) deadlines that are realistic and final. What comes in between is up to you, your partners and your group. Here is an overview of each component, what is expected and, if possible, when the product will be due.
Timed Writing: We will write twice - Thursday, December 3rd and Tuesday, December 8th. In support of these writes will be instruction on Style Sheet 3, Abstraction and Concreteness, comparison strategy and form. One write will be scored outside, one my the teacher. The December 3rd write should be returned to you prior to December 8. Study the commentary and/or scoring to revise your essay prior to writing again.
Debate: With your self-selected group, you will decide on a topic, devise a resolution, research both sides, select (by chance) which side to debate, then, write speeches and deliver them in debate format. In addition to our normal rebuttal, a query session will be part of the debate. Debates will begin Thursday, December 10, 2009. EACH group must be ready on that day and ALL must submit a planned speech or rebuttal/query plan in writing at that time. Special circumstances must be revealed and planned for prior to Friday, December 4. All debates proceed, with or without the presence of all team members.
Comparison Writing: Outside of class, in word-processed, submittal format, you will create a rhetorical/style/argumentative comparison of two essays we have read, one prior to December 1 and on after December 1. The new readings are assigned below. You may read in any order, but two responses will be due December 4, two December 10 and two December 14. The basis of comparison will be all of the following:
Rhetorical aspects - The following should be touched upon: audience, purpose, strategy, tone, ethos. Other topics may include pathos and logos or word choice. Comparative conclusions based on these criteria should be drawn.
Style analysis - The style of each piece should be described in terms of diction, syntax, imagery (if any) and tone. Comparative conclusions based on these criteria should be drawn.
Argumentative analysis - The premise, the topic, the positions of the writers, and their conclusions need to be analyzed. This is about content, but should not be a summary only. Comparative conclusions based on these criteria should be drawn.
The complexity and the length of this study is up to you. The more complexity, the better the use of general to particular (supporting your observations) or particular to general (drawing conclusions), the deeper and more detailed your analysis, the higher the grade. Refer to the Lewis Lapham, Neil Postman or James Baldwin rubrics you have to get an idea of the level to which you should aspire. The paper is due Friday, December 18 at the beginning of class. No late papers will be allowed.
Vocabulary: Along with the usual given vocabulary (20 words week one and 20 words week two - none during week three), students are assigned to a reading vocabulary process which will yeild thirty on-the-board words for learning and study. The Word of the Day study continues.
Homework: Set your own schedule to accomplish the work you need to produce on time. Remember that absence is not an excuse for late work. Accomplish the work, email it to a study-buddy in your debate group and have that person print it out and hand it in on time.
Readings: Obtain and begin reading your Junior Project Naturists book. Sign up will begin Monday, November 30. In 50 Essays unless otherwise noted: "Notes of a Native Son" by James Baldwin (comparison with Cofer, Cooper, Hurston, Liu, or Mukerjee); "Graduation" by Maya Angelou ( comparison with Cofer, Cooper, Hurston, Liu, or Mukerjee); "Men, Women, Sex, and Darwin" by Natalie Angier (comparison with Gould's "Women's Brains"); "On Dumpster Diving" by Lars Eighner (comparison with Stegner in Norton); "On Being a Cripple" by Nancy Mairs (comparison with Walker); "The Ways We Lie" by Stephanie Ericsson" (comparison with Carter).
Alternates: "Coming Home Again" by Chang-Rae Lee in Norton, 11th edition only, for either Baldwin or Angelou; "The Ten Thousdand Things" by Wayson Choy in Norton, 11th edition only, for either Baldwin or Angelou; "Why Women Smile" by Amy Cunningham in Norton for Angier;
Writing: Write AP timed prompts using summary and comparison to prove a point. Write an out of class paper (formal paper) of analysis and comparison. Write a speech or speeches for our debate.
In class: Week 1: Training in writing - style sheet 3, comparison, abstraction/concreteness. Timed write. Debate preparation and vocabulary work. Week 2: Debate preparation, vocabulary work, timed writing and debate presentation. Week three: Debates.
Vocabulary: Student found reading vocabulary, given vocabulary, and Word of the Day.
Quizzes: Vocabulary quizzes on week one and week two given words.
Testing: Vocabulary test on all given and student reading words from November 30 to December 15.
