Sept 17th, 2015

Hello APers!

So sorry, no homework due tomorrow other than bringing a copy of Oedipus Rex and being prepared to share your SOAPSTONE article with the class

I promise to make it up to you and give you homework over the weekend :)

Friday, Sept 11

Today we will learn a useful  tool for analyzing writing:

Students need to recognize that any good composition, whether written, spoken, or drawn, is carefully planned. This composition has integral parts that work together in a complex and subtle arrangement to produce meaning. Originally conceived as a method for dissecting the work of professional writers, SOAPSTone provides a concrete strategy to help students identify and use these central components as a basis for their own writing. 

SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone) is an acronym for a series of questions that students must first ask themselves, and then answer, as they begin to plan their compositions

Speaker
Who is the speaker who produced this piece? What is the their background and why are they making the points they are making? Is there a bias in what was written? You must be able to cite evidence from the text that supports your answer.

Occasion
What is the Occasion? In other words, the time and place of the piece. What promoted the author to write this piece? How do you know from the text? What event led to its publication or development? It is particularly important that students understand the context that encouraged the writing to happen.

Audience
Who is the Audience? This refers to the group of readers to whom this piece is directed. The audience may be one person, a small group or a large group; it may be a certain person or a certain people. What assumptions can you make about the audience? Is it mixed racial/sexgroup? What social class? What political party? Who was the document created for and how do you know? Are there any words or phrases that are unusual or different? Does the speaker use language the specific for a unique audience? Does the speaker evoke God? Nation? Liberty? History? Hell? How do you know? Why is the speaker using this type of language?

Purpose
What is the purpose? Meaning, the reason behind the text. In what ways does he convey this message? How would you perceive the speaker giving this speech? What is the document saying? What is the emotional state of the speaker? How is the speaker trying to spark a reaction in the audience? What words or phrases show the speaker’s tone? How is the document supposed to make you feel? This helps you examine the argument or it's logic.

Subject
What is the subject of the document? The general topic, content, and ideas contained in the text.How do you know this? How has the subject been selected and presented? And presented by the author?

Tone
What is the tone of the poem? What is the poet's attitude?

Homework: Study for Vocab quiz (Lessons two and three) which you will take on Tuesday, Sep 15th.

Sept 4, 2015

Vocab Quiz lesson 1 today.

A Doll's House

We will discuss gender in relation to the play:

Naturally the temptation is to read A Doll's House as an early cry for feminism. The famously introvated Henrik once remarked, "the strongest man in the world is he who stands most alone." that statement could equally apply to Nora. Though long considered one of the world's first feminists, Ibsen didn't create her with the intention of writing a "feminist" play). Instead he felt A Doll's House was a play about self-liberation, rather than specifically female liberation; and so her "I must stand quite alone, if I am to understand myself and everything about me."
(A Curtain Up Review)

Homework:
In preparation for your in-class-essay on Tuesday, outline or plan a three paragraph response to one from each of  the following sections. Two prompts will be on the test, one from each of two of the sections.You can bring a copy of the play to the test.

Section A:
1. Many Ibsen critics argue that A Doll’s House is not a feminist play, and is more about asserting self, regardless of gender. Yet Joan Templeton, in her afterword to the Signet Classics edition of Ibsen: Four Major Plays Volume I, disagrees, asserting that “Make (Nora) a man, and the play becomes not only ludicrous, but impossible.” What do you think? Is A Doll’s House a play about feminism or humanism?
2. Compare the relationship of Mrs. Linde and Krogstad with that of Nora and Torvald.
Section B:
1. Examine and analyze the symbolism of Nora's costume and the tarantella dance.
2, Consider the character of Torvald Helmer. Is Torvald an antagonist? A misogynist? Or could Torvald be just as much a victim of nineteenth century societal norms as Nora?
Section C:
1. The staging of the final scene Mabou Mines production is quite shocking. How is this ending more powerful for modern audiences than the original stage directions?
2. At the end of the play, Nora slams the door to the “doll house” and walks away. Yet she leaves Torvald with hope for “the greatest miracle.” Why did Ibsen write an "ambiguous" ending? Cite evidence from Nora’s and Torvald’s closing speeches to indicate what you believe to be the ultimate ending to this drama.

Also, bring AP workbook.

Friday, Aug 28th

Looking forward to reading your SAT prompts next week. Here is a link to the college board site for more practice:
SAT Prompts June 2015

Today's discussion involving the Heinz Dilemma was quite intriguing as the class seemed split on whether to adhere or break the law. Please save all of your handouts, because they may haunt/help you on a future test or essay question.

Homework:Read Act I of a Doll's House and be ready to discuss the following questions:

1. Do you feel sorry for Torvald?
2. What does Nora’s tree decorating and chattering at the end of Act I reveal about her character?

Please bring AP Lang workbook to class on Thurs. Sept  2.

Tues Aug 25, 2015

                     

In a addition to responding to a timed writing response today, we discussed the concept of identity and developed group definitions.

Home work due Wed. Aug 26: Ibsen Act I, Scene I hand-out.

In your free time this coming weekend read:

Ibsen's Biography

Friday, Aug 21

The AP English Language and Composition course focuses on how writers use rhetorical devices in order to make effective arguments. During our class this year you will have a chance to analyze how visual images — with or without words — argue, influence, and persuade. This year you will learn the basic elements of argumentation and rhetorical strategies. We, as a class, will grapple with these essential questions:

 • What makes a visual text argumentative?
 • What are the elements of a visual analysis?
• What are the similarities and differences among rhetorical strategies in written and visual texts?
 • How are visual images used to make immediate and subtle arguments?

Please look at the following picture article in Time Magazine and be prepared to address some of the above questions in groups on Tuesday, Aug 25. Ask yourself, what point is the artist trying to make?

The World According to Banksy

http://content.time.com/time/photogallery/0,29307,1678584_1477709,00.html

Also bring a copy ( old fashioned or electronic) of Ibsen's A Doll's House to class on Tuesday.

P.S. I did a first read of your Virginia Wolf papers and was pleased! Happy to have ALL of you in my class.

AP Language and Composition Syllabus 2015-2016

Advanced Placement English Language

Mrs. Cales  #119

ccales@alverno-hs.org

This full-year course focuses on major works of British and Classical literature that the student will analyze, imitate, illustrate, compare, interpret, criticize and research.

Combined with this traditional study of literature is an in-depth preparation for the Advanced Placement Language Exam that takes place in May of 2016.

This additional material will allow the student to practice timed multiple-choice tests on close reading as well as to respond to prompts concerning various works of literature and nonfiction.

In both cases originality of ideas, facility with discovering and employing rhetorical strategies and the ability to read with concentration are encouraged.

The student will be able to:

1. create an original thesis which she must support in a three-element essay by analyzing the literature studied in class.
2. analyze a poem, short story, play, novel and non-fiction essay for literary devices, rhetorical strategies and characteristics unique to each genre.
3. define and use new vocabulary words and literary terms in sentences and/or drawn illustrations.
4. identify the major cultural/political events influencing the literature studied.
5. discuss current political/cultural issues orally and in writing.
6. deliver a persuasive speech and participate in class discussions regularly.
7. write an original story, poem, critical research paper, personal essay and creative project based on the class literature.
8. participate in work involving groups such as peer editing, illustrating and play writing.
9. use inclusive language correctly as well as critique sexism and gender bias in media.
10. demonstrate an understanding of the content and purpose of myth and classical fairy tales.
11. within a limited period of time write a coherent and technically correct personal/persuasive and/or literary essay in response to a prompt.
12. pass a multiple-choice test based on close reading.
13. compare works of literature to each other and to film and/or theatrical versions.
14. follow literary theme and style as they develop from earliest literature.
15. exhibit an understanding of the structure and scoring of the AP Language exam.
16. perform to the best of her ability in the Advanced Placement Exam.

Books Needed:

5 Steps to a 5, MLA, Canterbury Tales, Jane Eyre, Macbeth, British Poets, Oedipus, Bedford Reader, Metamorphosis, Jekyll and Hyde, Vocab F

Other  Materials:

. One notebook with dividers

. Blue or black pens and highlighters

. Number two pencils

. One journal

Grading

Approximate Relative Weight:

. 10% Participation and Project

. 15 % Quizzes

. 15 % Homework

. 20 % Exams

. 20% Papers

. 20 % Final

  

Alverno Grading Scale

94-100 = A                                  73-76 = C

90-93   = A-                                70-72 = C-

87-89   = B+                                67-69 = D

83-86   = B                                  63-66 = D-

80-82   = B-                                 60-62 = D-

77-79   = C+                                0-59 = F

Alverno Honor Code: Any plagiarism or cheating on homework, quizzes, tests or essays will result in an automatic “0” on the assignment and referral to the Dean for action.

Late work:  NO LATE WORK WILL BE ACCEPTED.  It is the student’s responsibility to see the teacher on the day she returns to class in order to schedule a time to makeup a missed exam, NOT missed homework. If a makeup is not scheduled at this time, the student will receive a (O) for that test.

Absences: It is your responsibility to obtain missed assignments/lecture notes from one of your phone buddies or log onto Alverno homework website.

Tardy Policy: For every two tardies, a fifteen minute "teacher assistant" service will be required. This usually will take place during the student’s lunch hour.

Information regarding assignments

. All assignments will be typed unless otherwise instructed.

. Assignments are always due at the beginning of class.

British Literature -Student/Parent contract

I (Print student name) _____________________________________________ have read and understand the policies and expectations of Mrs. Cales’ class. By signing this contract I agree to fulfill these requirements to the best of my ability.

Student Signature__________________________    Date_________________________

I (print parent /guardian name) have read and understand the policies and expectations set forth in this syllabus. By signing this contract, I agree that my student (print name of Alverno student) ______________________________________ is to fulfill the requirements of Mrs. Cales’ class.

Parent/Guardian Signature____________________   Date_________________________