12.4/12.5 Mon/Tue warm-up: Cite this! activity 1: grad paper graphics how to activity 2: FRQ practice close: Reviewing the FRQ HW DUE: Vocab. 5. Staple to previous vocabs and folderize. HW Tonight: Read p. 98-100 in the new Shea’s. (Those of you who got Old Shea’s, the PDF is included online.) Complete the “Activity” on p. 109 (#1-8). Finalize bootcamp. Please see procedures for turning in posted on my website. Upcoming: 12.4/12.5: vocab. 5 due 12.6/12.7: bootcamp due (50 formal) 12.18/12.19: grad paper due! 12.18/12.19: grammar 3 12.20-1.2: Winter break 1.3/1.4: argumentation FRQ (formal) 1.12: 1st block midterm (argumentation test) 1.16: 2ND block midterm 1.17: 3rd block midterm 1.18: 4th block midterm 1.23/1.24: Begin diction/syntax/tone unit 1.23/1.24: Ch. 1 of Gatsby due 5.16: AP Lang test

12.4/12.5 warm-up: Citations Can you correct the following citations? Write your corrections down on a piece of paper. Education researcher Paul Barnwell is worried that a lack of empathy among America’s youth is a result of a lack of moral teaching in America’s schools. He claims to be “unnerved by the behaviors”(Paul Barnwell line 52) of his students, citing everything from “ . . . physical and verbal bullying, to stereotyping, to students leaving trash strewn all over the outdoor cafeteria courtyard (Paul Barnwell line 53 and line 54)”. One problem is the “Widespread adoption of Common Core standards (Barnwell, 15).”

He claims to be “unnerved by the behaviors”(Paul Barnwell line 52) of his students, citing everything from “ . . . physical and verbal bullying, to stereotyping, to students leaving trash strewn all over the outdoor cafeteria courtyard (Paul Barnwell line 53 and line 54)”. He claims to be “unnerved by the behaviors” of his students, citing everything from “physical and verbal bullying, to stereotyping, to students leaving trash strewn all over the outdoor cafeteria courtyard” (Barnwell 52, 53-54). One problem is the “Widespread adoption of Common Core standards (Barnwell, 15).” One problem is the “[w]idespread adoption of Common Core standards” (Barnwell 15).

12.4/12.5 warm-up: Citations NOTE: MLA requires all citations to go at the end of the sentence. If you’re citing multiple lines from one source or multiple sources in that one sentence, there are ways to do that. Levinovitz proudly wears the badge of an “ivory tower” academic (Levinovitz 45). A connection can be assumed between the “beleaguered [field of] humanities” and the potential rise of “narcissism” among America’s youth (Levinovitz 27; Barnwell 49).

12.4/12.5 notes: grade paper graphics Let’s take a look at the grad paper rubric super-duper quick, shall we?

12.4/12.5 notes: grade paper graphics A few notes. Label the graph. “Figure 1: Obese children under the age of 2.”

12.4/12.5 notes: grade paper graphics Underneath the graph, put your source. This does not need to be the whole works cited entry. If, for example, this is my works cited entry: Gleick, James. Chaos: Making a New Science. New York: Penguin, 1987. Print. Underneath my graphic, I can put “Source: James Gleick.”

12.4/12.5 notes: grade paper graphics Make sure it’s bright, colorful, easy to read and everything is labeled!

12.4/12.5 activity: grade paper graphics gallery walk Huh? Is this real? Did I actually learn how to do this properly. Well, probably not, but anyway . . . Around the room are ten graphics from student papers. They are of various quality. Choose five of them to study. Write down some notes, general impressions, non-denominational winter holiday song lyrics—you know, usual stuff. At the end of about ten minutes or so, we’ll review and discuss what the students did well here and what they did poorly.

12.4/12.5 activity: Argumentation FRQ practice This sounds like fun! Read the prompt. (2015, “polite speech” FRQ.) Here it is: An anthropologist studying first-year students at a university in the United States writes that friendly phrases like “How are you?,” “Nice to meet you” and “Let’s get in touch” communicate politeness rather than literal intent. What, if anything, is the value or function of such polite speech? In a well-written essay, develop your position on the value or function of polite speech in a culture or community with which you are familiar. Use appropriate evidence from you reading, experience or observations to support your argument.

12.4/12.5 activity: Argumentation FRQ practice An anthropologist studying first-year students at a university in the United States writes that friendly phrases like “How are you?,” “Nice to meet you” and “Let’s get in touch” communicate politeness rather than literal intent. What, if anything, is the value or function of such polite speech? In a well-written essay, develop your position on the value or function of polite speech in a culture or community with which you are familiar. Use appropriate evidence from you reading, experience or observations to support your argument. Create an outline. You know what I want your outline to look like at this point, right?

BP1: SUB-IDEA 1 BP2: SUB-IDEA 2 Grounds Grounds Warrant Warrant THESIS: BP1: SUB-IDEA 1 value/judgement policy definition/classification BP2: SUB-IDEA 2 value/judgement policy definition/classification Grounds Synthesis from multiple sources Grounds Synthesis from multiple sources Warrant generalization, causal, authority, principle Warrant generalization, causal, authority, principle

12.4/12.5 activity: Argumentation FRQ practice Ten minutes to outline/think about the prompt. It doesn’t matter (obviously) what our outlining looks like. Are you able to now write this essay, though? Do you know where it is going to go? Have you, too, considered . . .

12.4/12.5 activity: Argumentation FRQ practice Now, draft out your intro for this essay. Your intro should accomplish two basic tasks. Set the occasion of your argument (the context or the exigency or, if it helps, the setting). In doing this, you are implying who the audience for you argument is. Clearly and directly answer the prompt. In doing so, you have established your identify as the rhetor (or speaker) of this argument.

12.4/12.5 activity: Argumentation FRQ practice Finally, let’s read and score an essay written for this prompt. (Whoa, don’t click again because the score is on the next bullet. Thanks, Past Camp!) This essay develops the position that polite speech can create a pleasant social mood; indicate to other that “one is not stuck-up”; and be a way to show respect. The evidence and explanations are limited; for example, to support the claim that polite speech shows respect, the essay simply repeats an earlier point made to show polite speech creates a nice atmosphere. How polite speech functions to demonstrate respect is not explained or developed. The essay develops its position unevenly. Toward the end, the student launches into a discussion of how “rudeness is socially unacceptable” and how “great things happen” when you’re totally not a jerk. Neither of these points focuses upon the prompt, which asks students to consider the value and function of polite speech. Score? 5!

12.4/12.5 close: Argumentation FRQ practice Meh? 5? Meh. Let’s look at the thesis and claims from the 8. THESIS: “Polite speech is what enables those who use it to obtain what they want in a society free from the pressures other than simple desire to do something. Polite speech lends respectability to proceedings.” CLAM1: “For example, polite speech is an expectation in an environment like school.” CLAM2: “A common platform for polite speech is also when important personages such as politicians conduct ceremonies and must make celebratory addresses.” CLAM3: “Lastly, polite speech makes frequent appearances in the language of those working in service to the law such as judges and lawyers and court officers and a whole bunch of other rocking dudes.” Choose one. Give me evidence. Draft out the BP.

CLOSE and HW 12.4/12.5 HW: DAY 3 (12.6/12.7): Turn in bootcamp folder w/ finalized essay (hard copy and turnitin.com) You should have all the following in your folder: Rubric Finalized essay Self-edited draft Scored released essay Read p. 98-100 in the new Shea’s. (Those of you who got Old Shea’s, the PDF is included online.) Complete the “Activity” on p. 109 (#1-8).