So most of you haven't posted your list of appeals found in Thomas Paine's "The Crisis". You should do this before class starts.
Today, we will review Paine's essay and then start reviewing for the Test on Wednesday.
Your main objective is to make a list of the non-fiction, determine the author's purpose for each, and list appeals (types of appeals), claims, and specifics from each text that backs up what you think the author's purpose is.
For the Native American Myths, be able to describe the type of myth (creation or trickster), what ideas the myth reinforces, and cite textual evidence to support your ideas.
Make sure you know each text (both fiction and nonfiction) the characters, the ideas presented, the audience, time, etc.
After we look at Paine's "The Crisis" you will get into groups and start making a study guide.
Note - this week we have to take test, start the first draft of your personal narrative, do some grammar exercises, and look at vocabulary.
Monday 30 September 2013
Thursday 26 September 2013
Friday 9/27
Read “The Crisis” on page 250. Look at the type of appeals on 249
(Emotional, Ethical, Appeals to association, Expect Testimony). Make a list details that Paine uses to address
these appeals.
The Declaration of Independence
Today we are going to read and outline the Declaration of Independence.
Think about the author's purpose in writing this document and write out your favorite grievance.
Think about the author's purpose in writing this document and write out your favorite grievance.
Wednesday 25 September 2013
Questions and new vocabulary
Vocabulary
Supinely
Inviolate
Martial
Despotism
Prudent
Abrogate
Buttress
Concomitant
Diaphanous
Impinge
Questions on page 235 1-6.
Supinely
Inviolate
Martial
Despotism
Prudent
Abrogate
Buttress
Concomitant
Diaphanous
Impinge
Questions on page 235 1-6.
Tuesday 24 September 2013
Notes on Persuasion
NOTES ON PERSUASION:
LOGOS - Appeal of Logic (is your argument logical)
ETHOS - Appeal of self (does your audience like due to how your act, speak or write)
PATHOS - Emotional Appeal (why should your audience care, what is in it for them?)
Things that make a good persuasive argument:
1) Self-connections, Self-interest. What is your connection to your subject or argument. If you are passionate or invested, your audience won't be.
2) Expert Testimony - interviews, quotes, documentation with experts that backs up your opinion.
Make sure you state how the quote backs up your ideas.
3) Quality of Reasoning - can you offer facts, statistics or supporting details. This is research driven.
4) Point of the flaws of your opposition.
5) Appeal to audience's self-interest.
LOGOS - Appeal of Logic (is your argument logical)
ETHOS - Appeal of self (does your audience like due to how your act, speak or write)
PATHOS - Emotional Appeal (why should your audience care, what is in it for them?)
Things that make a good persuasive argument:
1) Self-connections, Self-interest. What is your connection to your subject or argument. If you are passionate or invested, your audience won't be.
2) Expert Testimony - interviews, quotes, documentation with experts that backs up your opinion.
Make sure you state how the quote backs up your ideas.
3) Quality of Reasoning - can you offer facts, statistics or supporting details. This is research driven.
4) Point of the flaws of your opposition.
5) Appeal to audience's self-interest.
Speech in the Virginia Convention
LEARNING GOAL: RI6 Determine an author's point of view or
purpose in a text.
Today, we will review "Sinners in the Hands of an Angry
God" (ethos, pathos, logos), author's purpose, author's tone, and the
effect of the piece. We will also compare it with "The interesting
Narrative of the Life of Olaudah Equiano", "from The General History
of Virginia", and "Of Plymouth Plantation".
Then, as a class we will read and discuss "Speech in
the Virginia Convention". Before we read, who was Patrick
Henry? What two things is he known for? A speech? What do
think it is about? What type of things do people give speeches
about?
As we read, Who is the speaker's (author's) audience?
What tone or attitude do you detect in his language, and how does his choice of
words reveal his purpose? Mark and take notes as you read. Post
answers to these questions on your blog. We will be working with this
text on Wednesday as well.
Wednesday 18 September 2013
Thursday and Friday
Thursday:
Class will play vocabulary charades as a way to study for
the upcoming test. They should be broken
up into pairs.
The words are in the DDF Cash Box. You have 1 minute to answer after you draw a word.
Friday:
Vocabulary Quiz and then begin organizing the folklore and nonfiction pieces read in class by listing why each is important, what happened, author's point of view, etc.
Sinners in the hands of An Angry God
Today, we will continue with "Sinners in the hands of an Angry God" - I want you to discuss the author's purpose and pick out LOGOS, ETHOS, PATHOS and his claims. Write this down and then write a paragraph about how the author develops his arguments (logos, ethos, pathos). What is logically, emotionally and how does he develop the appeal to the speaker (himself). What claim or argument is the strongest?
Tuesday 17 September 2013
Sinners in the Hands of An Angry God
LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.
How do you persuade people to do something? Make a list of things/ways you might make someone stop smoking.
As we read, think about the author's purpose. Why is he delivering this sermon? As write down emotional appeals (pathos). Remember logos, pathos, and ethos. I want you to think about each of these because you will discuss these as a group and write a blog about how Jonathan Edwards delivers each of these. Remember for a persuasive argument to be successful it must contain each of these. But, as we read you need to write down at least four emotional appears. Emotional appeals include FEAR, PITY, GUILT (emotions), etc.
HW: Questions 1-3 and 5 on page 130. You should also finish your blog entry. It should be 2-3 paragraphs.
How do you persuade people to do something? Make a list of things/ways you might make someone stop smoking.
As we read, think about the author's purpose. Why is he delivering this sermon? As write down emotional appeals (pathos). Remember logos, pathos, and ethos. I want you to think about each of these because you will discuss these as a group and write a blog about how Jonathan Edwards delivers each of these. Remember for a persuasive argument to be successful it must contain each of these. But, as we read you need to write down at least four emotional appears. Emotional appeals include FEAR, PITY, GUILT (emotions), etc.
HW: Questions 1-3 and 5 on page 130. You should also finish your blog entry. It should be 2-3 paragraphs.
Wednesday 11 September 2013
Thursday and Friday Assignments
English 11/12 American Literature
Thursday
Period 1 – Read (as a group) “Of Plymouth Plantation” pages
102 – 110
Questions 1-3, 6-7 on page 111.
Friday
Period 1 – look at 91 grammar and style. Do 1-3 under PRACTICE.
Blog writing: Choose an experience or a scene from your life
you want to describe. Write a 1-page
account to communicate the power of the experience. Include vivid details. Write in the 1st voice. Describe the emotional impact of the
experience. Use adverbs to relate the
sequence of events.
"The Interesting Narrative of the Life of Olaudah Equiano"
LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.
Today, we are going to discuss the point of view and author's purpose of "The Interesting Narrative of the Life of Olaudah Equiano" and compare the narrator with the narrator of "From the History of Virginia".
Later, you'll in teams, answer questions 1-3 and 7 on page 89.
Today, we are going to discuss the point of view and author's purpose of "The Interesting Narrative of the Life of Olaudah Equiano" and compare the narrator with the narrator of "From the History of Virginia".
Later, you'll in teams, answer questions 1-3 and 7 on page 89.
Tuesday 10 September 2013
Vocabulary Words/John Smith
LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.
Today we are going to listen to your blogs on author's purpose: what was John Smith's purpose in writing this "History".
Then in small groups you'll discuss and answer questions 1-4 and 8 on page 100. When you are done please look up the following vocabulary words.
anachronistic
Today we are going to listen to your blogs on author's purpose: what was John Smith's purpose in writing this "History".
Then in small groups you'll discuss and answer questions 1-4 and 8 on page 100. When you are done please look up the following vocabulary words.
anachronistic
circuitous
deleterious
ephemeral
evanescent
fortuitous
intrepid
precocious
sagacity
tenacious
HW: Read "The Interesting Narrative of the Life of Olaudah Equiano" on page 84.
HW: Read "The Interesting Narrative of the Life of Olaudah Equiano" on page 84.
Monday 9 September 2013
The General History of Virginia
LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.
Today, we are going to read "From the General History of Virginia". As we read you should mark your text and make notes in the margins. After we read you need to write a blog entry on John Smith's purpose for writing a General History of Virginia. In this blog you'll need a thesis statement that makes your claim on the author's purpose, and you'll need 4-5 specifics (evidence from the text) that backs-up your position. Remember, introduce the quote, give the quote, explain the quote (particularly in how it reinforces your ideas). So, when you read - look for passages you can use in your blog journal.
Friday 6 September 2013
from THE GENERAL HISTORY OF VIRGINIA
Today you will take a vocabulary quiz and then read from The General History of Virginia (pages 90-99). As you read think about what qualities make a good leader. Also, see if you can see any bias in the point of view. This is a historical narrative written by John Smith.
LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.
LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.
Tuesday 3 September 2013
Grammar Exercises
Learning Goal: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
Today we will be looking at punctuation - the comma, the semi-colon, the colon, the dash. First we will review, and then you'll do some practice exercises. Friday, you'll make a wallcard for one of the punctuation marks. Go here
These should all be review.
Dashes
DASH – (an informal mark of punctuation used for stylistic effects)
USES:
1) Set off a word or group of words introduced unexpectedly.
EX: That looks like smoke coming from – help! Fire!
2) Abrupt breaking off of one thought into another, or the discovery of an unexpected thought or idea.
EX: When you see Ann—here she comes—act as if nothing had happened.
You drink Brawls—you do, don’t you?—you’ll love Spike; it has 33,333% of daily B12.
From Eudora Welty: “Powerhouse is not a show-off like the Harlem boys, not crazy—he’s in a trance; he’s a person of joy.”
3) Use a dash to separate two identical or almost identical words.
Ex: I can do the job—the job of gangstering the Brady Bunch.
Dole and Nixon—these men where his idols.
4) Use a dash before a list that explains in detail some word or phrase in the first part of the sentence.
EX: Bring some romantic item—among other things roses, champagne, and candles.
5) Many authors use the dash as a method of a pause when a character is speaking. An example from Rudolph Fisher’s “Common Meter” exists: “Oh, her got her the job, did he?—Well, I’m going to fix it so she won’t need any job.”
6) James Joyce uses the dash instead of quotations.
--O, Mr. D’Arcy, cried Mary Jane, it’s downright mean of you to break off like that when we were all in raptures listening to you.
Commas
Rules for Commas:
1) They divide items in lists, but are not require before the “and” on the end.
Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry and lime.
The rule here is that the comma is correct if it can be replaced by the word “and” or “or”.
Example: The four refreshing fruit flavors of Opal Fruits are orange and lemon and strawberry and lime.
Note: It is not incorrect to put a comma before the “and” at the end.
Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry, and lime.
2) Commas are used when two complete sentences are joined together using such conjunctions as “and”, “or”, “but”, “while”, and “yet”.
The boys wanted to stay up past midnight, but they had a race to run the next day, and their coach told them “no”.
Note: A comma splice occurs when you use a comma when a semi-colon is called for.
Example: It was the Queen’s birthday on Saturday, she received a lot of presents.
It should be written: It was the Queen’s birthday on Saturday; she received a lot of presents.
Or: It was the Queen’s birthday on Saturday, and she received a lot of presents.
3) Commas fill gaps where other words might go.
Example: Annie had dark hair; Sally, fair.
4) Commas before direct speech.
The queen said, “It’s my birthday and I want lots of presents.”
Note: Many authors use colons: these days. Joyce used dashes –.
5) Commas set off interjections.
Stop, or I’ll scream.
6) Commas set aside non-essential information.
John Keats, who never did any harm to anyone, is often invoked by grammarians.
Semi-Colons
From: “The Proper Use of the Semi-Colon, Colon, and Dash, from the Illicit Manuals of Outlaws, Short Stories of Jazz, and Authors of Revolutionary Letters.”
“The dash is great refuge of those who are too lazy to punctuate.”
--Bernard Shaw
SEMI-COLON – A stylistic mark that is never necessary: it takes the place of a comma or period.
USES:
1) To join two or more closely related sentences or complete statements. EX: The black Saturn slid into a snow bank; the driver got out reciting: “The moon, a silver slither of an eighth note.”
I went to work; I had a quick lunch; I came straight home.
NOTE: Both of these sentences could be written with a comma.
The black Saturn slid into a snow bank, and the driver got out reciting: “The moon, a silver slither or an eighth note.”
2) To connect interrelated ideas or thoughts. EX: In France, we brought tea; in Amsterdam, coffee; in America, coke-cola; in Ireland, apple juice.
We brought tea in France, coffee in Amsterdam, coke-cola in America, and apple juice in Ireland.
3) A semi-colon may replace a comma to separate items of a list when additional commas may confuse the reader. EX: The winning numbers were 1,273; 3,663; 8,462; and 2,370; Dean had all of them.
Mr. Green, the plumber (who did it with the wrench); George Jefferson, the laundry-mat owner; and Scooby Doo, the rabid mutt, were all at the school cookout.
Colons
Colon—Stylistic mark, never necessary, takes the place of a comma
USES:
1) Introduce a List.
Example: Bob excels in the following activities: wrecking his car while driving blindfolded; drinking bottles of hot sauce; watching football and scratching his ringworm foot bloody; and flunking English 060.
WARNING: A list must be introduced to use a colon. A similar sentence could be written: Bob excels in football, baseball and basketball. There is no introduction of a list and therefore a colon could not be used. It would be wrong to write: Bob excels in: football, baseball, and basketball.
2) After a statement that introduces a quotation.
Example: He began the meeting with this warning: “Gentlemen, Art Bell says the world will end in three years!”
We were at the pizza station when John shouted: “That girl is in my class.”
3) Many writers use the colon to define or expand on some object or subject within a sentence. Here is an example from Eudora Welty’s story “Powerhouse” (from Hot and Cool: Jazz Short Stories): “Powerhouse reads each one, studying with a secret face: that is the face which looks like a mask—anybody’s; there is a moment when he makes a decision.”
Here Welty is defining “secret face”. Another example from James Joyce’s “The Dead”: “So she had had that romance in her life: a man had died for her sake.” Here Joyce is defining
Today we will be looking at punctuation - the comma, the semi-colon, the colon, the dash. First we will review, and then you'll do some practice exercises. Friday, you'll make a wallcard for one of the punctuation marks. Go here
These should all be review.
Dashes
DASH – (an informal mark of punctuation used for stylistic effects)
USES:
1) Set off a word or group of words introduced unexpectedly.
EX: That looks like smoke coming from – help! Fire!
2) Abrupt breaking off of one thought into another, or the discovery of an unexpected thought or idea.
EX: When you see Ann—here she comes—act as if nothing had happened.
You drink Brawls—you do, don’t you?—you’ll love Spike; it has 33,333% of daily B12.
From Eudora Welty: “Powerhouse is not a show-off like the Harlem boys, not crazy—he’s in a trance; he’s a person of joy.”
3) Use a dash to separate two identical or almost identical words.
Ex: I can do the job—the job of gangstering the Brady Bunch.
Dole and Nixon—these men where his idols.
4) Use a dash before a list that explains in detail some word or phrase in the first part of the sentence.
EX: Bring some romantic item—among other things roses, champagne, and candles.
5) Many authors use the dash as a method of a pause when a character is speaking. An example from Rudolph Fisher’s “Common Meter” exists: “Oh, her got her the job, did he?—Well, I’m going to fix it so she won’t need any job.”
6) James Joyce uses the dash instead of quotations.
--O, Mr. D’Arcy, cried Mary Jane, it’s downright mean of you to break off like that when we were all in raptures listening to you.
Commas
Rules for Commas:
1) They divide items in lists, but are not require before the “and” on the end.
Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry and lime.
The rule here is that the comma is correct if it can be replaced by the word “and” or “or”.
Example: The four refreshing fruit flavors of Opal Fruits are orange and lemon and strawberry and lime.
Note: It is not incorrect to put a comma before the “and” at the end.
Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry, and lime.
2) Commas are used when two complete sentences are joined together using such conjunctions as “and”, “or”, “but”, “while”, and “yet”.
The boys wanted to stay up past midnight, but they had a race to run the next day, and their coach told them “no”.
Note: A comma splice occurs when you use a comma when a semi-colon is called for.
Example: It was the Queen’s birthday on Saturday, she received a lot of presents.
It should be written: It was the Queen’s birthday on Saturday; she received a lot of presents.
Or: It was the Queen’s birthday on Saturday, and she received a lot of presents.
3) Commas fill gaps where other words might go.
Example: Annie had dark hair; Sally, fair.
4) Commas before direct speech.
The queen said, “It’s my birthday and I want lots of presents.”
Note: Many authors use colons: these days. Joyce used dashes –.
5) Commas set off interjections.
Stop, or I’ll scream.
6) Commas set aside non-essential information.
John Keats, who never did any harm to anyone, is often invoked by grammarians.
Semi-Colons
From: “The Proper Use of the Semi-Colon, Colon, and Dash, from the Illicit Manuals of Outlaws, Short Stories of Jazz, and Authors of Revolutionary Letters.”
“The dash is great refuge of those who are too lazy to punctuate.”
--Bernard Shaw
SEMI-COLON – A stylistic mark that is never necessary: it takes the place of a comma or period.
USES:
1) To join two or more closely related sentences or complete statements. EX: The black Saturn slid into a snow bank; the driver got out reciting: “The moon, a silver slither of an eighth note.”
I went to work; I had a quick lunch; I came straight home.
NOTE: Both of these sentences could be written with a comma.
The black Saturn slid into a snow bank, and the driver got out reciting: “The moon, a silver slither or an eighth note.”
2) To connect interrelated ideas or thoughts. EX: In France, we brought tea; in Amsterdam, coffee; in America, coke-cola; in Ireland, apple juice.
We brought tea in France, coffee in Amsterdam, coke-cola in America, and apple juice in Ireland.
3) A semi-colon may replace a comma to separate items of a list when additional commas may confuse the reader. EX: The winning numbers were 1,273; 3,663; 8,462; and 2,370; Dean had all of them.
Mr. Green, the plumber (who did it with the wrench); George Jefferson, the laundry-mat owner; and Scooby Doo, the rabid mutt, were all at the school cookout.
Colons
Colon—Stylistic mark, never necessary, takes the place of a comma
USES:
1) Introduce a List.
Example: Bob excels in the following activities: wrecking his car while driving blindfolded; drinking bottles of hot sauce; watching football and scratching his ringworm foot bloody; and flunking English 060.
WARNING: A list must be introduced to use a colon. A similar sentence could be written: Bob excels in football, baseball and basketball. There is no introduction of a list and therefore a colon could not be used. It would be wrong to write: Bob excels in: football, baseball, and basketball.
2) After a statement that introduces a quotation.
Example: He began the meeting with this warning: “Gentlemen, Art Bell says the world will end in three years!”
We were at the pizza station when John shouted: “That girl is in my class.”
3) Many writers use the colon to define or expand on some object or subject within a sentence. Here is an example from Eudora Welty’s story “Powerhouse” (from Hot and Cool: Jazz Short Stories): “Powerhouse reads each one, studying with a secret face: that is the face which looks like a mask—anybody’s; there is a moment when he makes a decision.”
Here Welty is defining “secret face”. Another example from James Joyce’s “The Dead”: “So she had had that romance in her life: a man had died for her sake.” Here Joyce is defining
Coyote and the Buffalo
Learning Goal: Analyze the impact of the author's choices regarding how to develop and relate elements of a story.
Today, we will read "Coyote and the Buffalo" then on your blog answer the following: "What makes Coyote appealing, despite his character flaws?" How does the author achieve this?
You should mark the text as you read. Refer your highlighted sections in answering.
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