February 1-2, 2018 Objectives: Analyze clauses and phrases in complex sentences. Evaluate peer expository writing according to AP expectations. Catalyst: Make sure Poetry 3.1 is in turnitin Grammar lesson Homework & Reminders: Perrine’s: Intro to Poetry Beloved revisions Portrait of the Artist ch. 1-2 for 2.8/2.9

Clauses, Phrases, and Commas Nonessential phrases/clauses should be set off with commas Does that information change the original sentence’s intentions? No? Put commas around it. EX: The Plot Against America, which is written in English, is one of my all-time favorite novels. Essential phrases/clauses do not need commas Is that information necessary for clarity of intention? Yes? Don’t set it off with commas EX: The novel that discusses the ramifications of Hitler taking over America is an alternate reality novel. Practice on your worksheet.

Commas and Interrupters Nonessential appositives Word/phrase that comes directly before or directly after a noun which describes that noun Addresses Parenthetical or side remarks (stuff you’d put in parentheses) Practice on your worksheet.

Commas and YOU When to NOT use a comma Whenever you darn well please When you “feel like I want to take a breath/pause/break” here To connect two independent clauses without a conjunction (That’s a comma splice, and I will splice your face off if you do that)

Beloved peer-editing Look at the College Board rubric for your prompt There is a two-fold purpose for this First, note your original (my) score Read what College Board says about that score Circle, underline, highlight the element(s) of that score that matches what you did in your paper. Put aside your ego. My scores are NEVER personal but are an accurate measurement of the composition quality at that moment. 100% of my thought is always about making you a better, more effective writer.

Beloved peer-editing Second, what score do you hope for after revisions, realistically? Look at what College Board says about that score. Circle, underline, highlight the element(s) you must work on. Peer-editing will focus on helping you get to whatever that score asks of you. We will have today’s class and part of next class for this process. I have extended the due date to accommodate.

Beloved peer-editing Oral Read: The Abridged Version Writer distributes draft to peers, without apology. Tell your peers what your score was and why you think you earned that score, based on the language of the College Board Scoring Guidelines. Explain where you want to achieve through the revision process. Read your essay aloud without break. Evaluators take notes, especially on content, clarity, and conciseness. When the writer finishes, all members should gather thoughts and/or take additional notes. Make sure the writer has no glaring (or any, for that matter) plot-specific mistakes. Do the topic sentences offer a glimpse into what that paragraph discusses? The paper should be rich in specific examples and specific quotes from the literary piece.   The effective paper is organized, usually evolving in the sequence of the literary piece with ideas progressing from simple to complex within each paragraph or through the paper altogether. All parts of the prompt should be addressed and expounded upon. Quickly discuss what about the content seems to work and then transition to insight regarding the strategies the writer should take to improve the paper, keeping in mind the individual writer’s goals.   Beloved peer-editing Composition Critique Procedures: The Abridged Version Each evaluator will now choose a specific area for composition critique.  All of the following initiatives should be completed in the margins of the essay. For groups of three, combine A and B. Verbs Clauses/Commas Analysis vs. textual references **Whatever you say to the writer must also be on the draft. FINAL DRAFT DUE 2.12/2.13