1.5/1.8 Fri/Mon warm-up: supporting an argument through careful gathering of evidence activity 1: Debriefing “Mystery Text.” activity 2: AP MC strategy notes activity 3: Bootcamping! close: Review bootcamp HW DUE: “Mystery Text.” In tracker as “Mystery Text.” HW Tonight: Read and annotate MC2 for the AP MC bootcamp Upcoming: 1.5/1.8: Begin MC bootcamp 1.9/1.10: Turn in MC bootcamp 1.11/1.19: Bring your copy of The Great Gatsby 1.12 / 1.16 / 1.17 / 1.18: midterm (argumentation test) 1.23/1.24: Begin diction/syntax/tone unit 1.23/1.24: Ch. 1 of Gatsby due 1.23/1.24: vocab. 6 due 1.31/2.1: Gatsby 1-3 assessment 2.6/2.7: grammar 4 due 2.12/2.13: Gatsby 4-6 assessment 2.14/2.15: vocab. 7 due 2.23/2.26: Gatsby 7-9 assessment 2.27/3.2: Rhetorical analysis FRQ 2.28 (“B” day)/3.1 (“A” day): Diction, syntax, tone test

1.5/1.8 warm-up: EAT CHILDREN!!! Let’s pretend Mystery Writer was writing a grad paper. PROBLEM: Overpopulation, poverty, no food SOLUTION: eat children GROUNDS: find his grounds to support this position. As you’re finding grounds, decide what type of evidence he has used. FIRST HAND Personal experiences Anecdotal Current events SECOND HAND Historical info Expert opinion Quantitative data Is his evidence sufficient, accurate and relevant?

1.5/1.8 activity: Debriefing mystery text Why does the author use exemplification to create pathos in the opening paragraph (lines 1-5)? The second paragraph (lines 5-10) indicates the audience for the piece by making an assumption about the audience. Explain. Explain the logic of the third paragraph (11-16). The rhetor reveals his overall thesis (or policy claim) in lines 23-31. Has he reached this solution inductively or deductively? Why does his method of reasoning matter here (in other words, how does it affect the audience)? Ok, just so we’re on the same page, what is the rhetor proposing? Why is baby meat “very proper for landlords” (34)? Besides food, what are some of the other positive gains to be had from this solution? Lines 51-59 raise several interesting points. Are they better solutions to the problems Ireland faces? What does this tell you about the actual person who wrote this thing? Is the rhetor reasonable? Explain. What is his tone?

1.5/1.8 notes: EAT CHILDREN!!! In this text, the author has assumed a persona—think of it like the character an actor creates for a role. The author is Jonathan Swift, and the essay is called “A Modest Proposal.” Swift was Irish and ardently believed in Irish independence. He disliked how the Irish were treated by the British.

1.5/1.8 notes: EAT CHILDREN!!! This heavily satirical piece (it’s technically a type of satire known as Juvenalian satire named after—wait for it—a Roman dude named Juvenal!) does not actually advocate that the Irish should eat babies (duh). Swift does not write in his own voice, but assumes the persona of someone who does not recognize the barbarity of his solution. (You could, in theory, write two separate SOAPS—one for the persona Swift effects and one for the person Swift is.) Why does he adopt this persona?

1.5/1.8 notes: AP MC You are given one hour to answer 45-60 (usually 55) questions on four or five (usually five) passages. The passages can be fiction or non-fiction. Passages are self-contained, meaning if you are unfamiliar with the subject or the time period or even a reference, it shouldn’t matter. These passages don’t gauge your ability to memorize historical facts or plots or literary movements. It does expect that you will have memorized some terms specifically applicable to rhetoric, but that’s what we have the next four months for. A good range to shoot for is consistently 70% accuracy.

1.5/1.8 notes: AP MC I think the biggest issue students have, then, is not with the terms (you guys memorize stuff pretty easily). It’s not the the difficulty of the passages, either (consider all the difficult passages you’ve already read this year). It’s timing. You have a little over one minute per question, not factoring in your reading and annotating of the passage. Practicing how to annotate quickly and knowing what to annotate for is key.

1.5/1.8 notes: AP MC Pay attention to punctuation, diction, syntax, tone and organization of ideas (modes). Try to read the passage as if you were the rhetor reading it to an audience. What is being emphasized and why? Where are the major points and what sort of rhetoric is used to make those points? Don’t skim. If tracing the passage with a pencil or your finger forces you to slow down, then do so. You’ll see me do this when I take MCs with you. They will ask you about footnotes, the title, the author—be aware of the details contained not just inside the text but around it, too.

1.5/1.8 activity: MC bootcamp So let’s bootcamp this thing. Over the next two classes, you will take three MCs. Here’s the rubric for the MC bootcamp. Let me explain it to you.

1.5/1.8 activity: AP MC bootcamp 26-39. 15 minutes! Before I give you the answers, run through this with a neighbor. Don’t change any of your answers! BOOTCAMP SCHEDULE 1.5/1.8 (in-class): MC1 (“Laziness”) taken and justified 1.5/1.8 (HW): Read MC2 (“Pragmatism”) and annotate 1.9/1.10 (in-class): Debrief MC2 and outline an essay for it 1.9/1.10 (in-class): Answer the questions for MC2 and MC3. Both scored for accuracy.

B C D A E 14/14: Awesome 13/14: 13.5 12/14: 13 11/14: 12.4 10/14: 11.8 9/14: 11.2 8/14: 10.5 7/14: 9.9 6/14: 9.17 5/14: 8.37 4/14: 7.48 3/14: 6.48

1.5/1.8 activity: AP MC bootcamp We’ll begin today by having you go through the MC you just took. Identify the questions you got wrong. In a sentence or two, explain why you chose what you did, and why the correct answer is the correct answer. In other words, try to understand what the test writer saw when he put together the exam. After you’ve done this, I want you to repeat the process for the answers you got right, too. So, yeah, the whole thing. That’s the whole thing.

CLOSE and HW 1.5/1.8 CLOSE: BOOTCAMP SCHEDULE 1.5/1.8 (in-class): MC1 (“Laziness”) taken and justified 1.5/1.8 (HW): Read MC2 (“Pragmatism”) and annotate 1.9/1.10 (in-class): Debrief MC2 and outline an essay for it 1.9/1.10 (in-class): Answer the questions for MC2 and MC3. Both scored for accuracy. 1.9/1.10: MC bootcamp due (50 formal points) 1.23/1.24: Begin diction/syntax/tone unit 1.23/1.24: Ch. 1 of Gatsby due 1.23/1.24: vocab. 6 due 1.31/2.1: Gatsby 1-3 assessment 2.6/2.7: grammar 4 due 2.12/2.13: Gatsby 4-6 assessment 2.14/2.15: vocab. 7 due 2.23/2.26: Gatsby 7-9 assessment 2.27/3.2: Rhetorical analysis FRQ 2.28 (“B” day)/3.1 (“A” day): Diction, syntax, tone test 3.6: ACT day 5.16: AP Lang test

1.9/1.10 Wed/Thu warm-up: “Pragmatism” debrief activity 1: rhetorical analysis prompt and outlining process activity 2: multiple choice time close: turning in your AP MC bootcamp HW DUE: technically none, but you read MC2 (“pragmatism”) and finished your justifications to MC1 HW Tonight: Read The Great Gatsby Upcoming: 1.9/1.10: Turn in MC bootcamp 1.11/1.19: Bring your copy of The Great Gatsby 1.12 / 1.16 / 1.17 / 1.18: midterm (argumentation test) 1.23/1.24: Begin diction/syntax/tone unit 1.23/1.24: Ch. 1 of Gatsby due 1.23/1.24: vocab. 6 due 1.31/2.1: Gatsby 1-3 assessment 2.6/2.7: grammar 4 due 2.12/2.13: Gatsby 4-6 assessment 2.14/2.15: vocab. 7 due 2.23/2.26: Gatsby 7-9 assessment 2.27/3.2: Rhetorical analysis FRQ 2.28 (“B” day)/3.1 (“A” day): Diction, syntax, tone test 3.6: ACT day 5.16: AP Lang test

#40-55. This excerpt is from Louis Menand’s 2001 book The Metaphysical Club. Well, you better define pragmatism before you go any further. Does your definition of pragmatism match Menand’s? Note: “Pragmatism is an account.” Not “the account.” Why is this differentiation important? Why is it so difficult to find one “single explanation” that will “cover every case” of deliberation (6, 7)? What is the purpose of the first paragraph? Is Menand establishing his ethos by citing his credentials? Referencing other experts? Including his own personal experiences? In answering this question, consider the dominant rhetorical mode Menand uses. What does Menand mean when he claims that advice like “order what you feel like eating” is “not a solution to [a] problem” (24)? How does this tie into question #3? In paragraph 3 (lines 36-62), Menand gives us several general examples. What are these general examples intended to prove? What claim are they, in other words, exemplifying? What syntactical (sentence structure) technique does Menand use in lines 51-54? What effect does that technique have? What does Menand mean when he claims that “ ‘rightness’ will be, in effect, the compliment you give to the outcome of your deliberations” (57-59)? Why are things like “principles” and “reasons” and “sentiments” not consulted when we think about a situation (64)? Does Menand believe that we are all immoral (I mean, I know I’m not, and that’s a fact)? What purpose does the question that opens the final paragraph serve? Why does Menand emphasize that the decisions we make “feel” like the right ones? Does it sound like Menand is being overbearing in the presentation of his claims? Or does it feel like he is intellectually questioning and exploring this issue by being judicious and rational in his argument?

1.9/1.10 activity: rhetorical analysis prompt Luis Menand, an American critic and essayist, is best known for his 2001 book The Metaphysical Club. The book recounts the lives and intellectual work of the handful of late 19th century American thinkers primarily responsible for the philosophical concept of pragmatism. Pragmatists contend that most philosophical topics—such as the nature of knowledge, language, concepts, meaning, belief, and science—are all best viewed in terms of their practical uses and successes. In this excerpt, Menand relates the idea of pragmatism to every day examples. Read the passage carefully. Then write an essay that analyzes the rhetorical choices Menand makes to convey his views to his audience.

1.9/1.10 activity: rhetorical analysis prompt

1.9/1.10 activity: rhetorical analysis prompt Luis Menand, an American critic and essayist, is best known for his 2001 book The Metaphysical Club. The book recounts the lives and intellectual work of the handful of late 19th century American thinkers primarily responsible for the philosophical concept of pragmatism. Pragmatists contend that most philosophical topics—such as the nature of knowledge, language, concepts, meaning, belief, and science—are all best viewed in terms of their practical uses and successes. In this excerpt, Menand relates the idea of pragmatism to every day examples. Read the passage carefully. Then write an essay that analyzes the rhetorical choices Menand makes to convey his views to his audience.

1.9/1.10 activity: MC (Hammer) time Ok. Now it’s officially time for the MCs. MC #2 (“Pragmatism”) has 12 questions. MC #3 (“Woman Talk”) also has 12 questions. You’ll be given 26 minutes to complete the two MCs. Do not start when you receive them. That’s time. Please record your answers on your rubric. Here is the order of the turning in: Rubric MC #1 (“Laziness”) w/ justifications for answers on a separate sheet Outline for MC #2 (“Pragmatism”) MC #2 and #3 questions/answers w/ answers recorded on rubric Staple all together and folderize

CLOSE and HW 1.9/1.10 CLOSE: Gatsby reading schedule ch. 1-3 (syntax) due on 1.31/2.1 ch. 4-6 (diction) due on 2.12/2.14 ch. 7-9 (tone) due on 2.23/2.26 HW: Bring your copy of The Great Gatsby with you for class on 1.11/1.19