ERWC-Pd. 2/Rm.A-6 Assignments
- Instructors
- Term
- 2020-2021 School Year
- Department
- English
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Check-In
Update: Seniors are automatically being marked as engaged because you are checking out this week.
Have a nice summer!
Have a nice summer!
Due:
Check-In
Please sign the attached. If you have any further questions, please email or report to Zoom class.
**If you attempt to sign in and the file is "locked," please email me so you can be credited.
**If you attempt to sign in and the file is "locked," please email me so you can be credited.
Due:
Reflective Essay/Portfolio
1) Resubmit the Letter to Yourself assignment from October 8. Attach to THIS assignment.
2) Resubmit one multiple text chart previously completed. Attach to THIS assignment.
3) Submit a reflective essay. Review either your Letter to Yourself or the Self-Portrait assignment. Then write an essay in which you reflect on how well you met the personal learning goals you identified at the beginning of the school year.
All students (including those with active IEPs or 504 plans) must submit all three of the above by 10:00 AM.
Late submissions may not be graded in time for report cards.
Students with IEPs or 504s should message me via Zoom chat or Google Comments for accommodations.
2) Resubmit one multiple text chart previously completed. Attach to THIS assignment.
3) Submit a reflective essay. Review either your Letter to Yourself or the Self-Portrait assignment. Then write an essay in which you reflect on how well you met the personal learning goals you identified at the beginning of the school year.
All students (including those with active IEPs or 504 plans) must submit all three of the above by 10:00 AM.
Late submissions may not be graded in time for report cards.
Students with IEPs or 504s should message me via Zoom chat or Google Comments for accommodations.
Due:
Brave New World Essay
Choose one of the options from the document attached. You will have one hour to complete and submit your essay.
All students (including those with active IEPs or 504 plans) must submit their essay by 10:00.
Late submissions may not be graded in time for report cards.
Students with IEPs or 504s should message me via Zoom chat for accommodations.
**To receive a passing grade you must demonstrate that you have read Brave New World by using specific examples throughout your essay to support your thesis.
**An upper-level grade requires that you:
avoid contractions
avoid the use of "I"
avoid slang
properly format your essay -- including font size, double-spacing, and film titles.
All students (including those with active IEPs or 504 plans) must submit their essay by 10:00.
Late submissions may not be graded in time for report cards.
Students with IEPs or 504s should message me via Zoom chat for accommodations.
**To receive a passing grade you must demonstrate that you have read Brave New World by using specific examples throughout your essay to support your thesis.
**An upper-level grade requires that you:
avoid contractions
avoid the use of "I"
avoid slang
properly format your essay -- including font size, double-spacing, and film titles.
Due:
Complete Reading Brave New World
Complete reading Brave New World
Answer the following:
Chapter 15
1. What causes the
disturbance in the hospital? How do Bernard and Helmholtz get involved?
Chapter 16
2. The core of this chapter is the debate between John, the Savage, and Mustapha Mond, the World
Controller. John is delighted that Mond has read Shakespeare. He asks why old
things are banned even when they are beautiful. Mond says, “Beauty’s
attractive, and we don’t want people to be attracted by old things. We want
them to like the new ones.” John presses the point. He says the feelies are not
as good as Othello. Mond agrees, but says, You can’t make tragedies without social instability. The world’s stable
now. People are happy; they get what they want, and they never want what they can’t get. They’re well off; they’re
safe; they’re never ill; they’re not afraid of death; they’re blissfully
ignorant of passion and old age; they’re plagued with no mothers or fathers;
they’ve got no wives, or children, or lovers to feel strongly about; they’re so
conditioned that they practically can’t help behaving as they ought to behave.
And if anything should go wrong, there’s soma. (220)
Mond says that sacrificing real feelings and emotional attachments is the price the
society has to pay for stability. Do you agree with him that this price is
worth paying?
3. John asks Mond why they have to have whole groups of identical Deltas. Why not make everyone an Alpha
Plus like Bernard and Helmholtz? Are you satisfied with Mond’s answer?
4. What does it mean to be sent to an island? Why was Mustapha Mond almost sent to one?
Chapter 17
5. Mustapha Mond says, “God isn’t compatible with machinery and scientific medicine and universal
happiness.” John makes a number of arguments about why religion is necessary,
but Mond defeats each one. Or does he? What do you think?
Chapter 18
6. Why won’t Mustapha Mond allow John to go with Bernard and Helmholtz to the island? What does John
decide to do instead?
Answer the following:
Chapter 15
1. What causes the
disturbance in the hospital? How do Bernard and Helmholtz get involved?
Chapter 16
2. The core of this chapter is the debate between John, the Savage, and Mustapha Mond, the World
Controller. John is delighted that Mond has read Shakespeare. He asks why old
things are banned even when they are beautiful. Mond says, “Beauty’s
attractive, and we don’t want people to be attracted by old things. We want
them to like the new ones.” John presses the point. He says the feelies are not
as good as Othello. Mond agrees, but says, You can’t make tragedies without social instability. The world’s stable
now. People are happy; they get what they want, and they never want what they can’t get. They’re well off; they’re
safe; they’re never ill; they’re not afraid of death; they’re blissfully
ignorant of passion and old age; they’re plagued with no mothers or fathers;
they’ve got no wives, or children, or lovers to feel strongly about; they’re so
conditioned that they practically can’t help behaving as they ought to behave.
And if anything should go wrong, there’s soma. (220)
Mond says that sacrificing real feelings and emotional attachments is the price the
society has to pay for stability. Do you agree with him that this price is
worth paying?
3. John asks Mond why they have to have whole groups of identical Deltas. Why not make everyone an Alpha
Plus like Bernard and Helmholtz? Are you satisfied with Mond’s answer?
4. What does it mean to be sent to an island? Why was Mustapha Mond almost sent to one?
Chapter 17
5. Mustapha Mond says, “God isn’t compatible with machinery and scientific medicine and universal
happiness.” John makes a number of arguments about why religion is necessary,
but Mond defeats each one. Or does he? What do you think?
Chapter 18
6. Why won’t Mustapha Mond allow John to go with Bernard and Helmholtz to the island? What does John
decide to do instead?
Due:
Brave New World Chapters 11-14
Read Brave New World chapters 11-14, pp. 142-188
Answer the following:
Chapter 11
1. Lenina takes John, who is now known as “the Savage,” to a feelie called
“Three Weeks in a Helicopter.” “I don’t think you ought to see things like that,” he said, making haste
to transfer from Lenina herself to the surrounding circumstances the blame for
any past or possible future lapse from perfection. (169)
Lenina doesn’t understand. John calls the film horrible, but she thinks it was lovely.
Lenina expects John to come into her apartment, but John says goodnight and
leaves. What is going on here? Why are they so confusing to each other? Who is
right?
Chapter 12
2. Bernard organizes a party with many important people who all come to see
the Savage, but John refuses to come out of his room, cursing at Bernard in
Zuñi. Bernard is humiliated, and his guests leave early, including the
Arch-Community-Songster, who leaves with Lenina. Why does John refuse to come
out? Is he justified?
3. Why does Helmholtz call Shakespeare a “marvelous propaganda technician”? What does he think is the
source of Shakespeare’s power? Do you agree?
Chapter 13
4. John proposes marriage to Lenina and declares his love. How does Lenina respond? What is John’s reaction?
Why is it hard for them to understand each other?
Chapter 14
5. Linda is dying in the hospital for the dying. Why is there a group of eight-year-olds touring the
hospital? Why does John have so much trouble dealing with the children and the
Head Nurse?
Answer the following:
Chapter 11
1. Lenina takes John, who is now known as “the Savage,” to a feelie called
“Three Weeks in a Helicopter.” “I don’t think you ought to see things like that,” he said, making haste
to transfer from Lenina herself to the surrounding circumstances the blame for
any past or possible future lapse from perfection. (169)
Lenina doesn’t understand. John calls the film horrible, but she thinks it was lovely.
Lenina expects John to come into her apartment, but John says goodnight and
leaves. What is going on here? Why are they so confusing to each other? Who is
right?
Chapter 12
2. Bernard organizes a party with many important people who all come to see
the Savage, but John refuses to come out of his room, cursing at Bernard in
Zuñi. Bernard is humiliated, and his guests leave early, including the
Arch-Community-Songster, who leaves with Lenina. Why does John refuse to come
out? Is he justified?
3. Why does Helmholtz call Shakespeare a “marvelous propaganda technician”? What does he think is the
source of Shakespeare’s power? Do you agree?
Chapter 13
4. John proposes marriage to Lenina and declares his love. How does Lenina respond? What is John’s reaction?
Why is it hard for them to understand each other?
Chapter 14
5. Linda is dying in the hospital for the dying. Why is there a group of eight-year-olds touring the
hospital? Why does John have so much trouble dealing with the children and the
Head Nurse?
Due:
Brave New World Chapters 7-10
Read: Brave New World chapters 7-10 (pp.101-141)
Respond: Answer the questions below:
Chapter 7
1. Why is Lenina so startled by the old man and the
women nursing babies?
2. Why doesn’t Lenina want to imagine being a mother?
3. Why does Lenina like the drums even though she
doesn’t like anything else?
4. What can you tell about Indian society from the ritual
that Bernard and Lenina observe? What does John say is the purpose of the
ritual?
5. Who is John? Why is he attracted to Lenina?
6. Who is Linda? Why is Lenina disgusted by her?
7. Why do the Indian women hate Linda? Are they
justified?
Chapter 8
8. What kind of childhood did John have?
9. What two books has John read?
10. Why does John try to kill Popé? What is Popé’s
reaction?
11. Who is Mitsima? What does he teach John?
12. Why can’t John go into the Antelope Kiva?
13. Why is John happy that Bernard is not married to Lenina?
Chapter 9
14. What is a “soma holiday”? Why does Lenina go on one?
15. When Bernard leaves, he asks the pilot if Lenina will
be safe. The pilot responds “Safe as helicopters.” What does he mean by that?
16. Why does Bernard go back to the World State? Why does
he call Mustapha Mond?
17. John visits the house where Bernard and Lenina are
staying. What does he do?
Chapter 10
18. The Director of Hatcheries and Conditioning has
decided to get rid of Bernard Marx by sending him to Iceland. He says, “The greater
a man’s talents, the greater his power to lead astray. It is better that one
should suffer than that many should be corrupted. Consider the matter
dispassionately, Mr. Foster, and you will see that no offense is so heinous as
unorthodoxy of behavior. Murder kills only one individual—and after all, what
is an individual?” With a sweeping gesture,
he indicated the rows of microscopes, the test tubes, the incubators. “We can
make a new one with the greatest of ease—as many as we like. Unorthodoxy
threatens more than the life of a mere individual; it strikes at Society
itself.” (148) The Director accuses Bernard of being an “enemy of Society” because of “…his heretical views on sport and soma,
by the scandalous unorthodoxy of his sexlife, [and] by his refusal to obey
the teachings of Our Ford…” (149). Are these accusations true? What does the
Director mean by “unorthodoxy of behavior”? Is Bernard an enemy of the World
State? Do you agree with the Director that the society is more important than
the individual?
19. It turns out that the Director has also made a visit
to the Reservation and that his companion was Linda, whom he was “having” at
the time.
While they were at the Reservation, Linda had an accident, and he left her behind, where she bore his
son John. What is his reaction when he and Linda are reunited? Does he deserve
what happens to him? Why or why not?
Respond: Answer the questions below:
Chapter 7
1. Why is Lenina so startled by the old man and the
women nursing babies?
2. Why doesn’t Lenina want to imagine being a mother?
3. Why does Lenina like the drums even though she
doesn’t like anything else?
4. What can you tell about Indian society from the ritual
that Bernard and Lenina observe? What does John say is the purpose of the
ritual?
5. Who is John? Why is he attracted to Lenina?
6. Who is Linda? Why is Lenina disgusted by her?
7. Why do the Indian women hate Linda? Are they
justified?
Chapter 8
8. What kind of childhood did John have?
9. What two books has John read?
10. Why does John try to kill Popé? What is Popé’s
reaction?
11. Who is Mitsima? What does he teach John?
12. Why can’t John go into the Antelope Kiva?
13. Why is John happy that Bernard is not married to Lenina?
Chapter 9
14. What is a “soma holiday”? Why does Lenina go on one?
15. When Bernard leaves, he asks the pilot if Lenina will
be safe. The pilot responds “Safe as helicopters.” What does he mean by that?
16. Why does Bernard go back to the World State? Why does
he call Mustapha Mond?
17. John visits the house where Bernard and Lenina are
staying. What does he do?
Chapter 10
18. The Director of Hatcheries and Conditioning has
decided to get rid of Bernard Marx by sending him to Iceland. He says, “The greater
a man’s talents, the greater his power to lead astray. It is better that one
should suffer than that many should be corrupted. Consider the matter
dispassionately, Mr. Foster, and you will see that no offense is so heinous as
unorthodoxy of behavior. Murder kills only one individual—and after all, what
is an individual?” With a sweeping gesture,
he indicated the rows of microscopes, the test tubes, the incubators. “We can
make a new one with the greatest of ease—as many as we like. Unorthodoxy
threatens more than the life of a mere individual; it strikes at Society
itself.” (148) The Director accuses Bernard of being an “enemy of Society” because of “…his heretical views on sport and soma,
by the scandalous unorthodoxy of his sexlife, [and] by his refusal to obey
the teachings of Our Ford…” (149). Are these accusations true? What does the
Director mean by “unorthodoxy of behavior”? Is Bernard an enemy of the World
State? Do you agree with the Director that the society is more important than
the individual?
19. It turns out that the Director has also made a visit
to the Reservation and that his companion was Linda, whom he was “having” at
the time.
While they were at the Reservation, Linda had an accident, and he left her behind, where she bore his
son John. What is his reaction when he and Linda are reunited? Does he deserve
what happens to him? Why or why not?
Due:
Brave New World Chapters 4-6
Answer the following:
Chapter 4
1. What is soma?
2. What do Alphas in the World State use for personal transportation?
3. Why does Lenina hate the color khaki? Why is she glad she is not a
Gamma?
4. Why is Bernard Marx insecure?
Chapter 5
5. In what way are all the citizens of the World State equal?
6. Henry and Lenina dance to a song called “There ain’t no Bottle in all
the world like that dear little Bottle of mine.” What is this song about?
7. What is “Orgy Porgy”? Is it a religious ritual? Is it a wild party?
Chapter 6
8. What does Bernard like to do with his leisure time? What does Lenina
like to do? Are they well matched?
9. When Lenina says, “Never put off until tomorrow the fun you can have
today,” Bernard says, “Two hundred repetitions, twice a week from fourteen to
sixteen and a half.” What does he mean?
10. What does Bernard mean when he says, “it might be possible to be adult all the time”? Why doesn’t
Lenina understand?
11. When Bernard goes to his boss to get a permit to go to the reservation, what story does the Director
tell him?
Chapter 4
1. What is soma?
2. What do Alphas in the World State use for personal transportation?
3. Why does Lenina hate the color khaki? Why is she glad she is not a
Gamma?
4. Why is Bernard Marx insecure?
Chapter 5
5. In what way are all the citizens of the World State equal?
6. Henry and Lenina dance to a song called “There ain’t no Bottle in all
the world like that dear little Bottle of mine.” What is this song about?
7. What is “Orgy Porgy”? Is it a religious ritual? Is it a wild party?
Chapter 6
8. What does Bernard like to do with his leisure time? What does Lenina
like to do? Are they well matched?
9. When Lenina says, “Never put off until tomorrow the fun you can have
today,” Bernard says, “Two hundred repetitions, twice a week from fourteen to
sixteen and a half.” What does he mean?
10. What does Bernard mean when he says, “it might be possible to be adult all the time”? Why doesn’t
Lenina understand?
11. When Bernard goes to his boss to get a permit to go to the reservation, what story does the Director
tell him?
Due:
Read Brave New World Chapters 1-3
** Schedule changes for the rest of this week and next week** ---->
Tuesday/Thursday ---1,3,5 & Wednesday/Friday -- 2,4,6
Distance Learning is still REQUIRED FOR ALL students.
Reading for Understanding
Read: Brave New World chapters 1-3 (Preface recommended)
Respond:
Chapter 1
1.
What is the purpose of the Hatchery and Conditioning Center?
2.
What is Bokanovsky’s Process? What is the purpose?
3.
What is “social predestination”?
4.
Why does the hatchery purposely keep some embryos from developing high
intelligence?
Chapter 2
5.
What is the purpose of conditioning the Delta babies to be afraid of
books and roses?
6.
Why is Henry Ford, who invented assembly line manufacturing along with
the first Ford automobiles, treated almost as a deity in the World State?
7.
Why did early attempts at sleep teaching fail? How did they improve it?
8.
What is taught in “Elementary Class Consciousness”? Do we have a similar
course in our educational system? Would it be a good idea?
9.
Helmholtz Watson is smart and popular with girls. Why is he
dissatisfied?
Chapter 3
10.
What is “Centrifugal Bumble Puppy”?
Why is it important for games to require a complicated apparatus?
11.
In the World State, children are encouraged to engage in erotic play. In
our society, they are discouraged. Why is the World State society different?
12.
Mustapha Mond quotes Henry Ford saying, “History is bunk.” Henry Ford
really did say that. What do you think he meant?
13.
What are the “feelies”? Do you think you would like to go?
15. Why is it smutty to talk
about mothers and fathers?
16. Is Mond’s description of
family life and its problems accurate? Do you think that the World State is a
good solution?
17. Why does Mond sometimes
call “Our Ford” “Our Freud”?
18. Why does Fanny think that
it is bad that Lenina has been going out with no one but Henry Foster for four
months?
19. Mustapha Mond says that stability of society is the primal and ultimate
need. Do you agree?
Tuesday/Thursday ---1,3,5 & Wednesday/Friday -- 2,4,6
Distance Learning is still REQUIRED FOR ALL students.
Reading for Understanding
Read: Brave New World chapters 1-3 (Preface recommended)
Respond:
Chapter 1
1.
What is the purpose of the Hatchery and Conditioning Center?
2.
What is Bokanovsky’s Process? What is the purpose?
3.
What is “social predestination”?
4.
Why does the hatchery purposely keep some embryos from developing high
intelligence?
Chapter 2
5.
What is the purpose of conditioning the Delta babies to be afraid of
books and roses?
6.
Why is Henry Ford, who invented assembly line manufacturing along with
the first Ford automobiles, treated almost as a deity in the World State?
7.
Why did early attempts at sleep teaching fail? How did they improve it?
8.
What is taught in “Elementary Class Consciousness”? Do we have a similar
course in our educational system? Would it be a good idea?
9.
Helmholtz Watson is smart and popular with girls. Why is he
dissatisfied?
Chapter 3
10.
What is “Centrifugal Bumble Puppy”?
Why is it important for games to require a complicated apparatus?
11.
In the World State, children are encouraged to engage in erotic play. In
our society, they are discouraged. Why is the World State society different?
12.
Mustapha Mond quotes Henry Ford saying, “History is bunk.” Henry Ford
really did say that. What do you think he meant?
13.
What are the “feelies”? Do you think you would like to go?
15. Why is it smutty to talk
about mothers and fathers?
16. Is Mond’s description of
family life and its problems accurate? Do you think that the World State is a
good solution?
17. Why does Mond sometimes
call “Our Ford” “Our Freud”?
18. Why does Fanny think that
it is bad that Lenina has been going out with no one but Henry Foster for four
months?
19. Mustapha Mond says that stability of society is the primal and ultimate
need. Do you agree?
Due:
FINAL DRAFT: The Value of Human Life Essay
Choose one of the following writing options:
Essay Prompt A
Your school newspaper has asked you to
write a response to Steve Jobs’ inspirational 2005 Commencement Address at
Stanford University, focusing on what he says in paragraph 23. Write an essay
for your peers in which you discuss the ways in which you agree or disagree
with Jobs’ views in this paragraph. Support your position, providing reasons
and examples from the readings in this module. You may also include personal
observations and experiences when appropriate. The newspaper has allotted you
500 words.
Essay Prompt B
In this module, we have heard a number of voices discussing
the value of life from different perspectives. Amanda Ripley’s article from Time
magazine provides insight into the problems involved in translating the value
of life from abstract terms into actual dollars and cents. The Human Life Value
Calculators establish specific criteria for assigning monetary value to a
person’s life. Feinberg believes all lives are worth the same in financial
terms. Hamlet’s soliloquy offers an emotional, figurative glimpse into the
thoughts of a young man contemplating suicide. Jobs believes we find value in
life through what we love. Gerzon questions the inequality associated with the
value of a human life. You might not fully agree or disagree with any of the
texts’ essential claims about the value of life, but these prompts invite you
to find where your ideas fit into the terrain mapped out by the texts you have
read. Is it right to assign dollar values to a person’s life? Do suffering and
illness impact how we should value life? Write an article of about 500 words
for the HuffPost readers interested in this issue, stating your position
on the main claims in this module.
***To be eligible to receive an A, an completed and correct multiple-text chart must be attached.
Essay Prompt A
Your school newspaper has asked you to
write a response to Steve Jobs’ inspirational 2005 Commencement Address at
Stanford University, focusing on what he says in paragraph 23. Write an essay
for your peers in which you discuss the ways in which you agree or disagree
with Jobs’ views in this paragraph. Support your position, providing reasons
and examples from the readings in this module. You may also include personal
observations and experiences when appropriate. The newspaper has allotted you
500 words.
Essay Prompt B
In this module, we have heard a number of voices discussing
the value of life from different perspectives. Amanda Ripley’s article from Time
magazine provides insight into the problems involved in translating the value
of life from abstract terms into actual dollars and cents. The Human Life Value
Calculators establish specific criteria for assigning monetary value to a
person’s life. Feinberg believes all lives are worth the same in financial
terms. Hamlet’s soliloquy offers an emotional, figurative glimpse into the
thoughts of a young man contemplating suicide. Jobs believes we find value in
life through what we love. Gerzon questions the inequality associated with the
value of a human life. You might not fully agree or disagree with any of the
texts’ essential claims about the value of life, but these prompts invite you
to find where your ideas fit into the terrain mapped out by the texts you have
read. Is it right to assign dollar values to a person’s life? Do suffering and
illness impact how we should value life? Write an article of about 500 words
for the HuffPost readers interested in this issue, stating your position
on the main claims in this module.
***To be eligible to receive an A, an completed and correct multiple-text chart must be attached.
Due:
Reading for Understanding
Use the Multiple Text Chart to guide your reading for "Putting a Price on a Human Life" and "A Lawyer for George Floyd's Family Says a Record-Breaking Settlement Gives Cities '27 Million Reasons' To Curtail Police Abuse."
Due:
Reading for Understanding: "Job's Commencement Address" Comparing and Contrasting: Hamlet and Jobs
Complete the attached.
Create two docs.
Create two docs.
Due:
"Hamlet's Soliloquy" and "Jobs Commencement Address"
Read for Understanding: Re-read "Hamlet's Soliloquy" and complete Activities 36+37
Pre-reading: Complete the pre- reading Activities 39 + 40 for "Job's Commencement Address" attached.
Attache TWO documents with your responses; one for each text.
Pre-reading: Complete the pre- reading Activities 39 + 40 for "Job's Commencement Address" attached.
Attache TWO documents with your responses; one for each text.
Due:
Reading for Understanding: "What is the Value of a Human Life?"
Complete the attached and submit.
Due:
Value of Life Web Sites: Activity 15
Complete the attached
Due:
Value of Life: Multiple Text Chart
Begin to complete the Multiple Text Chart.
At the end of the Value of Life unit, a completed chart of all texts read will be required to earn an upper level grade on the final writing assignment.
Please Note: You will have to resubmit this chart -- completed -- at the end of our unit. You will submit it with the unit summative writing assignment.
At the end of the Value of Life unit, a completed chart of all texts read will be required to earn an upper level grade on the final writing assignment.
Please Note: You will have to resubmit this chart -- completed -- at the end of our unit. You will submit it with the unit summative writing assignment.
Due:
"What Is a Life Worth?" Reading Activities
Read "What Is a Life Worth?"
Complete the following activities on ONE doc and attach.
Complete the following activities on ONE doc and attach.
Due:
Pre-reading: "What Is a Life Worth?"
Complete Activity 5 -- Making Predictions/Asking Questions
Complete Activity 6 -- Understanding Key Vocabulary
Attach two (2) documents with your answers. One for each activity.
Complete Activity 6 -- Understanding Key Vocabulary
Attach two (2) documents with your answers. One for each activity.
Due:
Pick up Brave New World 3/8 -- 3/11
Visit the school library/bookroom to get your copy of the novel Brave New World.
Any afternoon from 12:00 -- 2:45 from March 8 -- March 11.
Bring your student ID card from any school year. If you do not have an ID card email [email protected] for an acceptable substitute.
Any afternoon from 12:00 -- 2:45 from March 8 -- March 11.
Bring your student ID card from any school year. If you do not have an ID card email [email protected] for an acceptable substitute.
Due:
Updated: Poetry Presentation
TO BE ELIGIBLE TO EARN AN UPPER LEVEL GRADE (A or B):
Write TWO reviews -- 1) Which presentation impressed you the MOST? 2) Which presentation impressed you the LEAST?
Be sure to name the presenter and explain your answer. Each review should be at least one paragraph. All reviews will be kept confidential and won't be shared. Attach your review to this assignment by 3 p.m. today.
Attach the poem you will present in class to this assignment.
You may present a poem written by you or another.
Creativity and/or performance account for most of this grade.
Do you have an original poem you would like to submit? Check out these web sites:
https://www.submittable.com/
https://duotrope.com/
Write TWO reviews -- 1) Which presentation impressed you the MOST? 2) Which presentation impressed you the LEAST?
Be sure to name the presenter and explain your answer. Each review should be at least one paragraph. All reviews will be kept confidential and won't be shared. Attach your review to this assignment by 3 p.m. today.
Attach the poem you will present in class to this assignment.
You may present a poem written by you or another.
Creativity and/or performance account for most of this grade.
Do you have an original poem you would like to submit? Check out these web sites:
https://www.submittable.com/
https://duotrope.com/
Due:
Final Draft: Poetry Analysis Essay
Write an essay in which you analyze the meaning of the poem you have chosen. Your chosen poem should be one that you understand. Choosing song lyrics is discouraged.
Attach the essay AND your chosen poem (NO LINKS) to this assignment.
WARNING: This is NOT a research project. All ideas and interpretations should be your own. You are NOT to go online and read about what other people think about your poem. Using other people's ideas for this essay is cheating. If it is determined that you cheated, you will be given a 0 for this assignment, and you will NOT be given an opportunity to make it up.
NOTE: You may NOT choose one of the poems discussed in class.
NOTE: To receive an upper level grade (A or B) you should have previously submitted your poem.
Attach the essay AND your chosen poem (NO LINKS) to this assignment.
WARNING: This is NOT a research project. All ideas and interpretations should be your own. You are NOT to go online and read about what other people think about your poem. Using other people's ideas for this essay is cheating. If it is determined that you cheated, you will be given a 0 for this assignment, and you will NOT be given an opportunity to make it up.
NOTE: You may NOT choose one of the poems discussed in class.
NOTE: To receive an upper level grade (A or B) you should have previously submitted your poem.
Due:
Choose Poem for Your Essay
Attach the poem you will be writing on for your essay to this assignment.
Be prepared to discuss poem in class.
For those struggling to find a poem, you may use any poem in the selection attached that was NOT analyzed in class.
PLEASE NOTE: To be eligible for an upper level grade (A or B) you must submit your poem with this assignment. You will also have to resubmit the poem with the essay assignment when that is due
Contemporary literary magazine sites that often contain poetry:
https://arroyoliteraryreview.wordpress.com/ (this is CSUEB's)
https://www.zyzzyva.org/
https://www.mcsweeneys.net/
https://agnionline.bu.edu/
https://iowareview.org/
https://aprweb.org/
https://casit.bgsu.edu/midamericanreview/
https://www.poetrynw.org/
https://thesewaneereview.com/
https://www.rattle.com/
http://www.jubilat.org/jubilat/?
https://www.threepennyreview.com/readingroom.html
Be prepared to discuss poem in class.
For those struggling to find a poem, you may use any poem in the selection attached that was NOT analyzed in class.
PLEASE NOTE: To be eligible for an upper level grade (A or B) you must submit your poem with this assignment. You will also have to resubmit the poem with the essay assignment when that is due
Contemporary literary magazine sites that often contain poetry:
https://arroyoliteraryreview.wordpress.com/ (this is CSUEB's)
https://www.zyzzyva.org/
https://www.mcsweeneys.net/
https://agnionline.bu.edu/
https://iowareview.org/
https://aprweb.org/
https://casit.bgsu.edu/midamericanreview/
https://www.poetrynw.org/
https://thesewaneereview.com/
https://www.rattle.com/
http://www.jubilat.org/jubilat/?
https://www.threepennyreview.com/readingroom.html
Due:
Complete Poetry Essay Practice
Use your answers to the attached worksheet to write an essay on "Dreams" by Langston Hughes.
Due:
"How Do I Love Thee?" by Elizabeth Barrett Browning
Read "How Do I Love Thee?"
Answer the questions that follow.
Answer the questions that follow.
Due:
"Marks" by Linda Pastan
Read "Marks" by Linda Pastan
Answer the questions that follow.
Answer the questions that follow.
Due:
Analyze "A Dream Deferred" by Langston Hughes
Read "A Dream Deferred"
Answer the nine questions that follow.
Answer the nine questions that follow.
Due:
"Details of the Rice Chest"
Read: "Details of the Rice Chest" by Monica Youn
Respond:
1) What does this poem "say" (on the surface)? (What is the topic of this poem, form?)
2) Identify a few of the poetic "strategies" used? Strategies or devices could be wordplay, diction, repetition, etc. Notice connotation.
3) Examine the title. What does it indicate?
4) What does this poem mean? (What is the main idea of this poem? Why did she write it? Use the strategies help you figure out the meaning?
Respond:
1) What does this poem "say" (on the surface)? (What is the topic of this poem, form?)
2) Identify a few of the poetic "strategies" used? Strategies or devices could be wordplay, diction, repetition, etc. Notice connotation.
3) Examine the title. What does it indicate?
4) What does this poem mean? (What is the main idea of this poem? Why did she write it? Use the strategies help you figure out the meaning?
Due:
Poetic Devices worksheet
Answer #1 - 10
Due:
Juvenile Justice Argument Essay -- Final Draft
Writing Task:
In California since 2016, a judge can charge juveniles as adults for certain violent crimes. The judge must consider multiple criteria, including the seriousness of the crime and its impact on the victim or the victim’s family, the suspect’s criminal history, and the suspect’s past attempts at rehabilitation. This is a compromise between charging all juveniles who commit these violent crimes as adults and never charging juveniles as adults regardless of the type of crime they commit.
Considering all the arguments that you have read and discussed during this module, write a thoughtful and well-documented open letter to be published on a Web site for those interested in the issue of juvenile crime, particularly state policymakers. In your open letter, explain your viewpoint about sentencing juveniles who commit serious crimes and provide evidence that supports your position. Respond to the arguments of those who have different perspectives. Be sure to respond to all the different major arguments that you have read. Make clear whose ideas or words you are using by including author names and titles, but an open letter does not require in-text citations (page numbers) or a reference list.
In California since 2016, a judge can charge juveniles as adults for certain violent crimes. The judge must consider multiple criteria, including the seriousness of the crime and its impact on the victim or the victim’s family, the suspect’s criminal history, and the suspect’s past attempts at rehabilitation. This is a compromise between charging all juveniles who commit these violent crimes as adults and never charging juveniles as adults regardless of the type of crime they commit.
Considering all the arguments that you have read and discussed during this module, write a thoughtful and well-documented open letter to be published on a Web site for those interested in the issue of juvenile crime, particularly state policymakers. In your open letter, explain your viewpoint about sentencing juveniles who commit serious crimes and provide evidence that supports your position. Respond to the arguments of those who have different perspectives. Be sure to respond to all the different major arguments that you have read. Make clear whose ideas or words you are using by including author names and titles, but an open letter does not require in-text citations (page numbers) or a reference list.
Due:
Prepare for Juvenile Justice Essay
To help you prepare for your essay:
Review your Multiple Text Chart
Consider your position and the claims/evidence you will use to support your position.
Consider claims from the other position.
Read additional texts (attached)
Review your Multiple Text Chart
Consider your position and the claims/evidence you will use to support your position.
Consider claims from the other position.
Read additional texts (attached)
Due:
Read and Respond: "Juvenile InJustice"
Read the attached Executive Summary of "Juvenile InJustice."
Answer the following:
Reading for Understanding
1. What arguments does the Executive Summary of Juvenile InJustice contribute to the conversation about how the criminal justice system can best deal with juveniles who commit serious crimes?
2. What kind of evidence supports the arguments?
Considering the Rhetorical Situation
3. Why did the writers include an Executive Summary? What will the effect be on the intended audience?
4. What design features (the way the text is set up on the page) appeal to the intended audience?
5. What kind of evidence did the writers provide? How did they let readers know that their evidence was based on research, not opinion? Give some examples. What effect will this have on the intended audience?
6. Why did the writers tell their readers that “This report aims to centralize the experiences of incarcerated youth of color, formerly incarcerated individuals, and their family members?” in the About This Report section at the beginning? Why did they include the quotation from Malachi right below the title? What is the effect?
7. Have the writers appealed to their readers’ emotions? Why or why not? If they have, give some examples
Answer the following:
Reading for Understanding
1. What arguments does the Executive Summary of Juvenile InJustice contribute to the conversation about how the criminal justice system can best deal with juveniles who commit serious crimes?
2. What kind of evidence supports the arguments?
Considering the Rhetorical Situation
3. Why did the writers include an Executive Summary? What will the effect be on the intended audience?
4. What design features (the way the text is set up on the page) appeal to the intended audience?
5. What kind of evidence did the writers provide? How did they let readers know that their evidence was based on research, not opinion? Give some examples. What effect will this have on the intended audience?
6. Why did the writers tell their readers that “This report aims to centralize the experiences of incarcerated youth of color, formerly incarcerated individuals, and their family members?” in the About This Report section at the beginning? Why did they include the quotation from Malachi right below the title? What is the effect?
7. Have the writers appealed to their readers’ emotions? Why or why not? If they have, give some examples
Due:
Read and Respond: "Furious"
1) Identify one line that you find important and explain why you think it is important
2) What do you think this poem is about?
3) What does the title of the poem reveal about the poem?
4) How does this poem inform our discussion on juvenile justice?
5) Identify logos, pathos, and/or ethos in this poem.
2) What do you think this poem is about?
3) What does the title of the poem reveal about the poem?
4) How does this poem inform our discussion on juvenile justice?
5) Identify logos, pathos, and/or ethos in this poem.
Due:
Winter Break Reading Assignment
Read "Jennifer Bishop Jenkins On Punishment and Teen Killers"
Optional Activities:
Activity 21: Examining the Structure of the Text
Map the organization of “On Punishment and Teen Killers” by taking the following steps:
1. Draw a line across the page where the introduction ends. Is it after the first paragraph, or are there several introductory paragraphs? Is it in the middle of a paragraph? How do you know that the text has moved on from the introduction?
2. Draw a line across the page where the conclusion begins. Is it the last paragraph, or are there several concluding paragraphs? How do you know that the text has reached the conclusion?
3. Discuss in your group why you drew the lines where you did.
4. Now draw lines between the other parts of the text. Look for shifts where Jenkins moves from making one part of her argument to making another. Discuss in your group and come to an agreement about where the lines belong. Number each chunk of the text.
5. Write Says/Does statements on a separate sheet of paper using the numbers that correspond to the chunks. Be as precise as possible as you describe what the text actually is saying and doing.
6. At the end of the text, describe the overall content and purpose of the text.
When you are finished, compare your descriptive outline with a partner and revise what you have written if you wish.
Activity 22: Considering the Rhetorical Situation
Discuss the following questions in your group. Choose one person to be the recorder, one to be the researcher, and one to report out your responses. Develop in-depth responses and refer to specific evidence in the text of the letter.
1. Who is the letter written to? Where was it published? Look up JJIE online to find out more about the site.
2. What rhetorical strategies does she use to persuade us?
3. How effective is the evidence that she offers?
4. Jenkins concludes by saying “Restorative Justice offers us a way out.” Look up restorative justice online. How effective is this conclusion to her argument?
5. What do you notice about the style of the letter?
6. When you have finished discussing the questions in your group, respond to the following:
Optional Activities:
Activity 21: Examining the Structure of the Text
Map the organization of “On Punishment and Teen Killers” by taking the following steps:
1. Draw a line across the page where the introduction ends. Is it after the first paragraph, or are there several introductory paragraphs? Is it in the middle of a paragraph? How do you know that the text has moved on from the introduction?
2. Draw a line across the page where the conclusion begins. Is it the last paragraph, or are there several concluding paragraphs? How do you know that the text has reached the conclusion?
3. Discuss in your group why you drew the lines where you did.
4. Now draw lines between the other parts of the text. Look for shifts where Jenkins moves from making one part of her argument to making another. Discuss in your group and come to an agreement about where the lines belong. Number each chunk of the text.
5. Write Says/Does statements on a separate sheet of paper using the numbers that correspond to the chunks. Be as precise as possible as you describe what the text actually is saying and doing.
6. At the end of the text, describe the overall content and purpose of the text.
When you are finished, compare your descriptive outline with a partner and revise what you have written if you wish.
Activity 22: Considering the Rhetorical Situation
Discuss the following questions in your group. Choose one person to be the recorder, one to be the researcher, and one to report out your responses. Develop in-depth responses and refer to specific evidence in the text of the letter.
1. Who is the letter written to? Where was it published? Look up JJIE online to find out more about the site.
2. What rhetorical strategies does she use to persuade us?
3. How effective is the evidence that she offers?
4. Jenkins concludes by saying “Restorative Justice offers us a way out.” Look up restorative justice online. How effective is this conclusion to her argument?
5. What do you notice about the style of the letter?
6. When you have finished discussing the questions in your group, respond to the following:
Due:
Read and Respond: "Beautiful Brains"
Read "Beautiful Brains"
Respond:
1) Highlight important ideas and note key phrases, so you can share some of them the next day.
2) As you read, look for answers to the following question: How does the latest research about teenage brains contribute to your view about how juveniles who commit serious crimes should be dealt with in the criminal justice system?
Attach your answer to #2 in a doc.
NOTE: Reading “Beautiful Brains,” which is a longer text, is a chance to build up your reading stamina. Previewing the text and having a question you are looking to answer will enable you to read faster and more efficiently. Unlike the other texts in this module, which require in-depth critical reading, “Beautiful Brains” can be read quickly for the gist of Dobb’s argument. Learning how to vary your reading strategies based on purpose is important as you prepare for college and work.
Respond:
1) Highlight important ideas and note key phrases, so you can share some of them the next day.
2) As you read, look for answers to the following question: How does the latest research about teenage brains contribute to your view about how juveniles who commit serious crimes should be dealt with in the criminal justice system?
Attach your answer to #2 in a doc.
NOTE: Reading “Beautiful Brains,” which is a longer text, is a chance to build up your reading stamina. Previewing the text and having a question you are looking to answer will enable you to read faster and more efficiently. Unlike the other texts in this module, which require in-depth critical reading, “Beautiful Brains” can be read quickly for the gist of Dobb’s argument. Learning how to vary your reading strategies based on purpose is important as you prepare for college and work.
Due:
JJ Activity 10: Annotating and Questioning the Text
Read “Should 11-Year Olds Be Charged with Adult Crimes?” twice. The first time read for understanding. Complete the following activity during your second read. You may complete the activity digitally, manually (posting a photo), or in a double column format using the paragraph numbers as a guide.
As you read “Should 11-Year Olds Be Charged with Adult Crimes?” by Philip Holloway, make marginal notations.
1. In the LEFT margin, label what the author is saying as follows:
• The introduction
• The issue or problem the author is writing about
• The author’s main arguments
• The author’s examples
• The author’s conclusion
2. In the RIGHT margin, write your reactions to what the author is saying. You can ask questions, express surprise, disagree, elaborate, and note any moments of confusion.
As you read “Should 11-Year Olds Be Charged with Adult Crimes?” by Philip Holloway, make marginal notations.
1. In the LEFT margin, label what the author is saying as follows:
• The introduction
• The issue or problem the author is writing about
• The author’s main arguments
• The author’s examples
• The author’s conclusion
2. In the RIGHT margin, write your reactions to what the author is saying. You can ask questions, express surprise, disagree, elaborate, and note any moments of confusion.
Due:
Juvenile Justice Activity 1D -- Key Concepts
Complete the chart
Due:
Juvenile Justice Activity 2 Quickwrite
Respond: Based on what you saw in the video, do you think Lionel Tate should have been sentenced to prison for life as an adult? Explain why or why not.
Attach your quickwrite.
Lionel Tate Video: https://www.youtube.com/watch?v=1VZRmKdAa8I
Attach your quickwrite.
Lionel Tate Video: https://www.youtube.com/watch?v=1VZRmKdAa8I
Due:
Final Draft: Expository Essay
Topic: If your life were a movie, what three songs would be on the soundtrack.
Assignment: Write a well-developed essay (a minimum of five (5) paragraphs) on the above topic.
Suggested Outline:
I. Introduction: includes song titles and artists and thesis. Thesis -- reason for you choices.
II. Body Paragraphs: follow the outline for the individual paragraph we practiced. Each body paragraph will be on one song, and will explain why that song is on your soundtrack.
III. Conclusion: Do not just repeat your intro. Try to find some interesting way to end your essay. Is there anything you can say that will involve the reader?
Assignment: Write a well-developed essay (a minimum of five (5) paragraphs) on the above topic.
Suggested Outline:
I. Introduction: includes song titles and artists and thesis. Thesis -- reason for you choices.
II. Body Paragraphs: follow the outline for the individual paragraph we practiced. Each body paragraph will be on one song, and will explain why that song is on your soundtrack.
III. Conclusion: Do not just repeat your intro. Try to find some interesting way to end your essay. Is there anything you can say that will involve the reader?
Due:
Powerpoint/Slide Presentation
Topic: If your life were a movie, what songs would be on the soundtrack?
Assignment: You will have one (1) minute ONLY to present one (1) to three (3) songs to the class that would be on your soundtrack.
Grade: A) Evidence and explanation to support your choices. B) Effectiveness of powerpoint: organization, ease of understanding, format, font choice.
Reminder: Powerpoint is a tool to help emphasize pathos in your presentation.
Assignment: You will have one (1) minute ONLY to present one (1) to three (3) songs to the class that would be on your soundtrack.
Grade: A) Evidence and explanation to support your choices. B) Effectiveness of powerpoint: organization, ease of understanding, format, font choice.
Reminder: Powerpoint is a tool to help emphasize pathos in your presentation.
Due:
Expository Paragraph + Prep for a Powerpoint Presentation
Respond: If your life were a movie, what song would be on the soundtrack?
Paragraph Outline:
A. Topic sentence including title and artist and reason for your choice.
B. Evidence: quote from the song
C. Commentary: explain how this quote supports your reason
D. Evidence #2: quote or paraphrase
E. Commentary #2: explanation
F. Concluding sentence
Paragraph Outline:
A. Topic sentence including title and artist and reason for your choice.
B. Evidence: quote from the song
C. Commentary: explain how this quote supports your reason
D. Evidence #2: quote or paraphrase
E. Commentary #2: explanation
F. Concluding sentence
Due:
Genre as Rhetoric Activity 6
Discovering What You Think
Activity 6: Considering Your Task and Your Rhetorical Situation
Your writing assignment asks you to conduct a genre analysis of three to five examples of a genre you want to write or learn more about. You can choose almost any genre, such as brochure, letter to the editor, public service announcement, commercial, personal letter, report, application, form, email, social media post, meme, and so on—but be sure to choose something you can collect samples of, so you can look at the genre across different examples. Additionally, it would be best to choose a genre that you want to write eventually, so that the analysis can benefit you the next time you decide to use that genre.
You might choose a genre you are somewhat familiar with, so you can explore how to be especially rhetorically effective in that genre. In terms of your learning, it would not be a good idea to choose a genre that you are already expert in using. Collecting several samples of your chosen genre will help you to see what features are necessary and what opportunities you have to make that genre your own.
For this writing assignment, analyze the samples you collected, similar to how we analyzed the Wanted Posters. The purpose is for you to analyze those examples so that you can write in that genre.
Your genre analysis should be about 200-300 words, and it should include these things:
• A summary of the genre you chose and its rhetorical situation (you might include a list of the texts you collected as examples)• Who is the genre written to? Think about primary, secondary, and tertiary audiences. Why is the genre written? In what situations is this genre used?
• An analysis of the common or required features across examples, with evidence
• An analysis of the differences across examples, with evidence
• A reflection on how you might use the genre in the future or what you learned about the genre from doing the analysis
This is not a formal essay; you do not need to have an introduction or conclusion, since the summary and reflection in the elements listed above should orient your readers just as well.
Activity 6: Considering Your Task and Your Rhetorical Situation
Your writing assignment asks you to conduct a genre analysis of three to five examples of a genre you want to write or learn more about. You can choose almost any genre, such as brochure, letter to the editor, public service announcement, commercial, personal letter, report, application, form, email, social media post, meme, and so on—but be sure to choose something you can collect samples of, so you can look at the genre across different examples. Additionally, it would be best to choose a genre that you want to write eventually, so that the analysis can benefit you the next time you decide to use that genre.
You might choose a genre you are somewhat familiar with, so you can explore how to be especially rhetorically effective in that genre. In terms of your learning, it would not be a good idea to choose a genre that you are already expert in using. Collecting several samples of your chosen genre will help you to see what features are necessary and what opportunities you have to make that genre your own.
For this writing assignment, analyze the samples you collected, similar to how we analyzed the Wanted Posters. The purpose is for you to analyze those examples so that you can write in that genre.
Your genre analysis should be about 200-300 words, and it should include these things:
• A summary of the genre you chose and its rhetorical situation (you might include a list of the texts you collected as examples)• Who is the genre written to? Think about primary, secondary, and tertiary audiences. Why is the genre written? In what situations is this genre used?
• An analysis of the common or required features across examples, with evidence
• An analysis of the differences across examples, with evidence
• A reflection on how you might use the genre in the future or what you learned about the genre from doing the analysis
This is not a formal essay; you do not need to have an introduction or conclusion, since the summary and reflection in the elements listed above should orient your readers just as well.
Due:
Genre as Rhetoric Activity 4
This activity extends the discussion of genre to begin to explore one that you will explore independently.
See attached for instructions.
Attach responses to assignment.
See attached for instructions.
Attach responses to assignment.
Due:
Precis Timed-Writing
Precis timed-writing (30 minutes)
Due:
Genre as Rhetoric Activity 3
Activity 3: Considering the Rhetorical Situation
1) Read the six examples of Wanted Posters from 1868 to 2010. Notice the qualities of these posters that define them as Wanted Posters:
A) Who are they written to?
B) Why are they written?
C) What qualities, i.e. common features,do you notice across posters?
NOTE: This is about what the text is doing, not what it is saying. Consider: organization; formatting; kinds of discourse, such as
summary, narrative, use of evidence, types of information; and the use of language, such as level of formality, specialized
language.
D) In what ways do these Wanted Posters break out of the genre pattern?
2) Respond: Complete and attach the graphic organizer with your responses.
1) Read the six examples of Wanted Posters from 1868 to 2010. Notice the qualities of these posters that define them as Wanted Posters:
A) Who are they written to?
B) Why are they written?
C) What qualities, i.e. common features,do you notice across posters?
NOTE: This is about what the text is doing, not what it is saying. Consider: organization; formatting; kinds of discourse, such as
summary, narrative, use of evidence, types of information; and the use of language, such as level of formality, specialized
language.
D) In what ways do these Wanted Posters break out of the genre pattern?
2) Respond: Complete and attach the graphic organizer with your responses.
Due:
Precis Paragraph AND Genre Activities
1) Write a precis paragraph on the "Yes on Proposition 22" campaign mailer.
2) Complete Genre Activity 1 + 2.
3) Answer all of the above on one doc and attach. You must complete all of the assignment to receive credit.
2) Complete Genre Activity 1 + 2.
3) Answer all of the above on one doc and attach. You must complete all of the assignment to receive credit.
Due:
Precis Paragraph
1) Write a precis paragraph on "Trump's Healthcare Policy" campaign mailer
2) Attach
Precis link:
https://courses.lumenlearning.com/englishcomp2kscopex92x2/chapter/rhetorical-precis/#:~:text=A%20rhetorical%20precis%20analyzes%20both,paragraph%20blending%20summary%20and%20analysis
2) Attach
Precis link:
https://courses.lumenlearning.com/englishcomp2kscopex92x2/chapter/rhetorical-precis/#:~:text=A%20rhetorical%20precis%20analyzes%20both,paragraph%20blending%20summary%20and%20analysis
Due:
Class Material for 10/22 +23
Visual Rhetoric -- Campaign Mailer
Web site Paragraph Review
Rhetorical Precis writing:
https://courses.lumenlearning.com/englishcomp2kscopex92x2/chapter/rhetorical-precis/#:~:text=A%20rhetorical%20precis%20analyzes%20both,paragraph%20blending%20summary%20and%20analysis
Web site Paragraph Review
Rhetorical Precis writing:
https://courses.lumenlearning.com/englishcomp2kscopex92x2/chapter/rhetorical-precis/#:~:text=A%20rhetorical%20precis%20analyzes%20both,paragraph%20blending%20summary%20and%20analysis
Due:
ELP Activity 9: Writing rhetorically
Prepare a rhetorical paragraph on the Web site you analyzed.
See attached sample.
You do NOT have to write the Precis paragraph. However, if you choose to, here is the link:
https://courses.lumenlearning.com/englishcomp2kscopex92x2/chapter/rhetorical-precis/#:~:text=A%20rhetorical%20precis%20analyzes%20both,paragraph%20blending%20summary%20and%20analysis.
See attached sample.
You do NOT have to write the Precis paragraph. However, if you choose to, here is the link:
https://courses.lumenlearning.com/englishcomp2kscopex92x2/chapter/rhetorical-precis/#:~:text=A%20rhetorical%20precis%20analyzes%20both,paragraph%20blending%20summary%20and%20analysis.
Due:
ELP Activity 8: Analyzing a Web Site
1) Choose a web site/page to analyze for rhetorical approaches/strategies
2) Complete the worksheet and attach
2) Complete the worksheet and attach
Due:
Read "Three Ways to Persuade"
1) Read the attached article
2) Complete Activity 4 and 5
3) Attach your answers to Activity 5
Reading Purposefully
Activity 4: Reading for Understanding
Now read the whole article, thinking about how to increase your understanding of ethos, pathos, and logos. If you were already familiar with these concepts, pay attention to how the discussion in this article might be a little different from what you already thought. As you read, you may want to annotate the text, underlining important concepts and asking questions in the margins.
Activity 5: Summarizing and Responding
After you have read the text, discuss the following questions:
1. Some people say that only logos is valid and that ethos and pathos are logical fallacies. After reading this article, do you agree?
2. Should we use the Greek word, or is there an English word that means exactly the same thing?
3. Do people use Aristotle’s concepts of ethos, pathos, and logos every day without thinking about it? Can you think of some examples?
4. Do these concepts apply to politics and advertising as well as person-to-person persuasion? Can you think of some examples?
2) Complete Activity 4 and 5
3) Attach your answers to Activity 5
Reading Purposefully
Activity 4: Reading for Understanding
Now read the whole article, thinking about how to increase your understanding of ethos, pathos, and logos. If you were already familiar with these concepts, pay attention to how the discussion in this article might be a little different from what you already thought. As you read, you may want to annotate the text, underlining important concepts and asking questions in the margins.
Activity 5: Summarizing and Responding
After you have read the text, discuss the following questions:
1. Some people say that only logos is valid and that ethos and pathos are logical fallacies. After reading this article, do you agree?
2. Should we use the Greek word, or is there an English word that means exactly the same thing?
3. Do people use Aristotle’s concepts of ethos, pathos, and logos every day without thinking about it? Can you think of some examples?
4. Do these concepts apply to politics and advertising as well as person-to-person persuasion? Can you think of some examples?
Due:
Portfolio Letter to Yourself (Activity 6)
1) Read and complete the attached activity
2) Attach your letter to yourself to this assignment
2) Attach your letter to yourself to this assignment
Due:
Self-Portrait
Complete the assignment in Activity 1 and attach your self-portrait
Due:
Personal Essay (Final draft)
This is a graded assignment.
1) Choose one of the UC Insight Questions (see below) and write a 350-word essay. Write the question you choose to answer at the top of your essay like a title.
2) Your essay should contain at least three (3) of the holistic traits discussed in class.
3) Indicate where your holistic traits are in your essay by highlighting the text and labeling the trait in the comment section.
4) Attach your doc to this assignment.
Insight Questions:
1.Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.
2.Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
3.What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
4.Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
5.Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
6.Describe your favorite academic subject and explain how it has influenced you.
7.What have you done to make your school or your community a better place?
8.What is the one thing that you think sets you apart from other candidates applying to the University of California?
10 Holistic Traits:
Achievement in College Prep Work- number and rigor
Love of learning ***
Leadership (Home, family, school or Community)***\
Persistence in the face of challenge
Cross Cultural Engagement
Originality/ Creativity
Demonstrated concern for others
Achievement in Academic Enrichment Programs
Exemplary Sustained non Academic Achievement
Special Talent
1) Choose one of the UC Insight Questions (see below) and write a 350-word essay. Write the question you choose to answer at the top of your essay like a title.
2) Your essay should contain at least three (3) of the holistic traits discussed in class.
3) Indicate where your holistic traits are in your essay by highlighting the text and labeling the trait in the comment section.
4) Attach your doc to this assignment.
Insight Questions:
1.Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.
2.Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
3.What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
4.Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
5.Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
6.Describe your favorite academic subject and explain how it has influenced you.
7.What have you done to make your school or your community a better place?
8.What is the one thing that you think sets you apart from other candidates applying to the University of California?
10 Holistic Traits:
Achievement in College Prep Work- number and rigor
Love of learning ***
Leadership (Home, family, school or Community)***\
Persistence in the face of challenge
Cross Cultural Engagement
Originality/ Creativity
Demonstrated concern for others
Achievement in Academic Enrichment Programs
Exemplary Sustained non Academic Achievement
Special Talent
Due:
Cover Letter (Final draft)
A) Write a cover letter that includes the following:
from https://www.indeed.com/career-advice/resumes-cover-letters/how-to-write-a-cover-letter
1,2,3 ) Heading: Addresses and dates
4) Salutation/Introduction/Greeting
5,6,7,8) Body Paragraphs
9) Signature
**Neatness and formatting are important
B) Attach to this assignment
from https://www.indeed.com/career-advice/resumes-cover-letters/how-to-write-a-cover-letter
1,2,3 ) Heading: Addresses and dates
4) Salutation/Introduction/Greeting
5,6,7,8) Body Paragraphs
9) Signature
**Neatness and formatting are important
B) Attach to this assignment
Due:
Resume (Final draft)
This is a GRADED assignment. The final grade for this assignment will appear in Aeries as part of your Q1/S1 grade.
Attach your resume. Your resume will be graded based on the completing the following:
1-Heading
2-Summary
3-Experience
4-Education
5-Additional Relevant Information
**Formatting and neatness count. They are a key ingredient to a resume presentation.
Attach your resume. Your resume will be graded based on the completing the following:
1-Heading
2-Summary
3-Experience
4-Education
5-Additional Relevant Information
**Formatting and neatness count. They are a key ingredient to a resume presentation.
Due:
Argumentation Paragraph
This is a GRADED assignment. The final grade for this assignment will appear in Aeries as part of your Q1/S1 grade.
1) Writing Task: In a well-developed paragraph argue that your current post-high school plan is your best option. A well-developed paragraph has a clear position and at least TWO pieces of evidence to support your position.
2) Use +Create and attach a doc with your paragraph. DO NOT attach a photo of a handwritten assignment.
***This is a paragraph NOT an essay. You are not counter-arguing. You are only supporting your choice.
1) Writing Task: In a well-developed paragraph argue that your current post-high school plan is your best option. A well-developed paragraph has a clear position and at least TWO pieces of evidence to support your position.
2) Use +Create and attach a doc with your paragraph. DO NOT attach a photo of a handwritten assignment.
***This is a paragraph NOT an essay. You are not counter-arguing. You are only supporting your choice.
Due:
Resume Resources (and Reminder: Paragraph Revision)
1) Search the internet for resume resources. Resources could include a how-to page or examples. Include several examples of resumes. These examples could be those you think you could use as a model or simply those that you find interesting.
2) Attach a doc with the links to your resume examples to share with the class.
AND
3) Reminder: Revise your Argumentation paragraph. You will need to Unsubmit and Submit again in the original graded assignment. DO NOT attach paragraph to this assignment.
2) Attach a doc with the links to your resume examples to share with the class.
AND
3) Reminder: Revise your Argumentation paragraph. You will need to Unsubmit and Submit again in the original graded assignment. DO NOT attach paragraph to this assignment.
Due:
Creating an FAQ Page
1) Develop 4-6 meaningful questions AND answers about your post-high school path (What's Next? College, career, trade school, military, gap year?)
**include the link to where you found your answer
2) Attach your questions AND answers to this assignment.
*****Don't forget to complete the spreadsheet attached to the Class Material post for 9/14 or 15. This will be used for creating breakout groups for Thursday******
**include the link to where you found your answer
2) Attach your questions AND answers to this assignment.
*****Don't forget to complete the spreadsheet attached to the Class Material post for 9/14 or 15. This will be used for creating breakout groups for Thursday******
Due:
Web Site Resources and FAQ Activity 17 and 19
1) Review the attached pdf, Web Site Resources and FAQ
2) Complete Activity 17 and 19 (attached separately)
3) + Create one doc with your answers for both activities and attach
2) Complete Activity 17 and 19 (attached separately)
3) + Create one doc with your answers for both activities and attach
Due:
Class Materials for 9/11
This is NOT Homework. These are the materials we will refer to in class.
Due:
Rhetorical Grammar Activity 3
1) Read the three other articles from today's lesson.
2) Complete Rhetorical Grammar Activity 3
3) Use + Create and attach a doc with your answers to Rhetorical Grammar Activity 3. Don't for get to submit.
2) Complete Rhetorical Grammar Activity 3
3) Use + Create and attach a doc with your answers to Rhetorical Grammar Activity 3. Don't for get to submit.
Due:
Class Materials for 9/8 or 9/9
These are to be used in class. This is NOT homework.
Due:
"Hidden Intellectualism" Post-Reading Activities
1) Choose one of the activities in the attachment to complete: Activity 12 or 13.
2) Use +Create and attach a doc with your answer to this assignment
**If you choose Activity 13, try to include a reflection on some of the ideas that have been discussed in the two texts we have read.
2) Use +Create and attach a doc with your answer to this assignment
**If you choose Activity 13, try to include a reflection on some of the ideas that have been discussed in the two texts we have read.
Due:
Rhetorical Grammar Activity 1 and 2
1) Read the following attachment about writing complete sentences.
2) Complete Activity 1 and Activity 2. Choose one method to share your answers with me:
A) use +Create and attach your answers
B) or, complete in your notebook and take a photo and attach
2) Complete Activity 1 and Activity 2. Choose one method to share your answers with me:
A) use +Create and attach your answers
B) or, complete in your notebook and take a photo and attach
Due:
Class Materials for 9/3 and 9/4
This is NOT homework. These are the class materials for Thursday (pd.3) and Friday (pds. 2 and 4).
Due:
Class Materials for 8/31 or 9/1
This is NOT homework. These are materials we will be using in class. You don't need to do anything until I tell give instructions during class.
Due:
"What's Next?" One-Page Description
Write a one-page description of an event or moment when you were less than perfect and explain to a reader what your response to that moment says about your character, values, or potential for work or study.
Use +Create to attach your response to this assignment.
Use +Create to attach your response to this assignment.
Due:
"What's Next?" Your Qualities
1) In your notebook, use the attached worksheet to choose 10 qualities from the list provided. After you've chosen 10 from the list you may add a few of your own.
2) Rank the qualities you've chosen from most important to least important.
3) Use the +Create button to create and attach a doc to this assignment AND answer the following questions in the doc you create:
-- Why did you rank the qualities the way you did?
-- What do these words reveal about your readiness for "What's Next" after high school?
-- What would someone you know well think about your choices? Would they agree? Why?
2) Rank the qualities you've chosen from most important to least important.
3) Use the +Create button to create and attach a doc to this assignment AND answer the following questions in the doc you create:
-- Why did you rank the qualities the way you did?
-- What do these words reveal about your readiness for "What's Next" after high school?
-- What would someone you know well think about your choices? Would they agree? Why?
Due:
"What's Next" Reading: "Learn to Fail"
Prereading
1) Before you read the attached pdf, look at the title: Want to Succeed in College? Learn to Fail.
2) Use the +Create below and add a doc to the assignment. Answer the following prereading questions:
--What do you think this article will be about?
--Look at the length of the article, do you think your prediction can be fulfilled in this short article of 752 words?
--Skim the first two paragraphs, and read the final paragraph. Once you've done this, can you add anything to your prediction of Perez's message?
1) Before you read the attached pdf, look at the title: Want to Succeed in College? Learn to Fail.
2) Use the +Create below and add a doc to the assignment. Answer the following prereading questions:
--What do you think this article will be about?
--Look at the length of the article, do you think your prediction can be fulfilled in this short article of 752 words?
--Skim the first two paragraphs, and read the final paragraph. Once you've done this, can you add anything to your prediction of Perez's message?
Due:
Welcome
Topic: Meeting -- Pd. 2
Time: Every week on Wed. & Fri. at 9:00 am
Join Zoom Meeting
https://slzusd.zoom.us/j/99072779499?pwd=Q2s2SkJrTm10MjBpQXNCTHdCOE1Hdz09
Meeting ID: 990 7277 9499
Passcode: 2vJLZ2^ss7
Time: Every week on Wed. & Fri. at 9:00 am
Join Zoom Meeting
https://slzusd.zoom.us/j/99072779499?pwd=Q2s2SkJrTm10MjBpQXNCTHdCOE1Hdz09
Meeting ID: 990 7277 9499
Passcode: 2vJLZ2^ss7