3.28/4.9 Wed/Mon warm-up: Was that a reboot camp? activity 1: What’s today’s prompt? What’s your opinion on it? How will you inform that opinion? activity 2: What is the first source about? activity 3: Why am I writing this essay? close: Why can’t my peer write a better essay? HW DUE: none? HW Tonight: Shakespeare packet, right? Upcoming: 3.28: Last day of Q3 3.28/4.9: Spring Synth Camp 4.2-4.6: Spring break 4.10/4.11: Shakespeare packet due 4.12/4.13: Grammar due 4.18/4.19: vocab. 9 due 4.20/4.23: begin “drill and kill” unit / Spring Argumentation Camp / intro Slaughterhouse-Five (have ch. 1 read) 4.24 (“B”)/4.27 (“A”): argumentation FRQ (formal grade) 4.25 (“A”)/4.26 (“B”): Rhetoric unit test 5.2/5.3: Slaughterhouse-Five (SH5) ch. 2-4 read 5.16: AP Lang test 5.21 (“A”)/5.22 (“B”): SH5 finished / SH5 assessment (formal) 5.23/5.24: vocab. 10 5.30/5.31: SH5 final assessment (formal) / SH5 MWDS

3.28/4.9 warm-up: Was that the synth reboot? It was! Let’s recall what we practiced: Intro writing using SOAPSTone Evaluating sources (remember the Dalton School source?) Creating an informed opinion Integrating quotes (lead-in quote and quote & comment) Identifying types of evidence (first hand or second hand) Establishing your relationship with your audience (Canon 1 Invention—the rhetorical triangle) Plotting your essay (Canon 2 Arrangement—the grad paper outline) Today should be a scored essay. I will read them, grade them and comment on them, but for reasons, I can’t put them in the grad book. Nevertheless, I want us to practice today as if this were being graded. I wonder what today’s synth is about . . .

some soda.”

Over the past several decades, the English language as become increasingly globalized, and it is now seen by many as the dominant language in international finance, science and politics. Concurrent with the worldwide spread of English is the decline of language learning in English-speaking countries, where monolingualism—the use of a single language—remains the norm. (Wait a second . . . ) Carefully read the following six sources, including the introductory information for each source. Then synthesize information from at least three of the sources and incorporate it into a coherent, well-developed essay that argues a clear position on whether monolingual English speakers are at a disadvantage. (Isn’t this my grad paper???) Your argument should be the focus of your essay. Use the sources to develop your argument and explain the reasoning for it. Avoid merely summarizing the sources. Indicate clearly which sources you are drawing from, whether through direct quotation, paraphrase or summary. You may cite the sources as Source A, Source B, etc., or by using the descriptions in parenthesis. (Ha! It’s totally my grad paper!)

3.28/4.9 activity: SOAPSToning BACKGROUND (can be used in your context or occasion): English is increasingly globalized and it’s the dominant language internationally in politics and finance. Monolingualism in America, meanwhile, is becoming the norm. PROMPT (will become your subject/thesis): Develop an essay that argues a clear position on whether monolingual English speakers are at a disadvantage. Let’s discuss the prompt. What is our opinion on this topic? In your discussion, figure out how you’ll bring SOAPSTone elements into your intro.

3.28/4.9 activity: Reading Source D I’ll give you five minutes to read and annotate Source D (the first source in the packet). Then we’ll do some questions. Based solely on the article title and the organization that produced it, is this article in favor of expanding foreign language education in America? How would you describe the strategy the author uses to introduce the subject to her audience? What is the author’s attitude toward George Washington’s decision? The author quotes from Catherine Porter for what purpose? Why does the author italicize “think” in the second paragraph? The third paragraph relies on what type of evidence (think one of the six categories) to ground it? Is it effective? If not, what might be more effective? What type of evidence does the author employ in the fourth paragraph? What will you have to acknowledge if you choose to quote from this paragraph to support your argument? The author claims that there is a “connective cultural tissue created by deep immersion in another language.” Oh man. Do I ever want to quote that. That’s rhetorical gold right there. I can, but, again, what must I do? Taken as a whole, the passage can best be regarded as . . . (if you’re having problems supplying an answer for this one, please refer to #13 from the previous class’ MC practice and choose one of those (with some rewording) ).

3.28/4.9 activity: Synthesis practice time! 10 minutes to read sources and plan. 35 minutes to write. 45 minutes total. Use in whatever way you feel you should. (College Board recommends 15 minutes to read the sources and 40 minutes to write your essay. We already read a source and this packet is missing a source for copyright reasons.) We will be doing a peer scoring at the end of the class. As much as I dislike it, you may type your document. Please use a Google doc and share it with me.

3.28/4.9 close: Peer swap! Peers should identify: 4/6 SOAPSTone elements evident in intro Thesis directly answers the prompt # of sources used (minimum three) Correct form of citations (all info should be cited) Topic sentences that are claims Synthesized together grounds in individual BPs from multiple sources 6/6 = A! You are AP Lang! 5/6 = B! You aren’t AP Lang! Maybe you’re APUSH? CALC? APES? 4/6 = C  3/6 = A? Sure, why not? 2/6 = Cómo estás? (I don’t know how to type upside question marks. Give yourself another point for my failing.) 1/5 = Happy Birthday! You’re getting a pony!

CLOSE and HW 3.28/4.9 HW: Shakespeare packet due on 4.10/4.11. It’s not that hard, so don’t lose your head over it, right Will? 4.2-4.6: Spring break 4.10/4.11: Shakespeare packet due 4.12/4.13: Grammar due 4.18/4.19: vocab. 9 due 4.20/4.23: begin “drill and kill” unit / Spring Argumentation Camp / intro Slaughterhouse-Five (have ch. 1 read) 4.24 (“B”)/4.27 (“A”): argumentation FRQ (formal grade) 4.25 (“A”)/4.26 (“B”): Rhetoric unit test 5.2/5.3: Slaughterhouse-Five (SH5) ch. 2-4 read 5.16: AP Lang test 5.21 (“A”)/5.22 (“B”): SH5 finished / SH5 assessment (formal) 5.23/5.24: vocab. 10 5.30/5.31: SH5 final assessment (formal) / SH5 MWDS