1. Thanks…
for helping those less advantaged at Paz de Chisto last Friday evening. If just everyone gave an hour or two a week…

2. What should you be reading?

4. Recognition, Happy Birthdays and Congratulations!

5. Facts do matter—understand the point of credibility

6. AP Language and Composition Tuesday, 2 March 2017
“Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction” MLK
Time will pass; will you? 49 school days remain in the spring semester.
Today’s Objectives:
To revise a formal essay
Identifying elements of argument in your paper

7. Housekeeping Good news on textbooks!
The Great Gatsby is available for check out
FREE TUTORING NOW AVAILABLE! Sign up with me.
Keep abreast of the Daily Course Calendar.
Last updated March 1
Writing Contests are now posted on the class website—you can earn optional credit for these. Updated February 6

8. Coming Due—do not squander time—that’s the stuff life’s made of!
Mon/Tu: MLK revision assignment
Optional. The original assignment must be turned in with the revision for credit.
Tuesday:
Vocab Log #10
Thursday:
Grammar Lesson #9
Research papers are due Thursday, March 9. No late papers will be accepted. Tii upload is required. ALL PAPERS ARE UPLOADED TO “REVISION”—use the one without revision to check for plagiarism
Are you working on those vocabulary sentences like I advised?

9. Today’s class: Revising and Editing your research paper vocabulary log out?
Your rubric is your editing and revision guide
Today’s tasks
This time is yours, for editing and revision. I would prefer you work in groups, or pairs.
Your best bet is, at some point, to find a reader. RED DOTS CAN ONLY PAIR WITH PEOPLE WHO DO NOT HAVE DOT.
ASSESSMENT:
You will turn this packet in with your paper next week. At least one draft which indicates revision/editing must be turned in with this packet, along with the reflection, word-processed.

10. Consider this.
Highlight your thesis statement and all topic sentences in GREEN.
Is your thesis arguable? Does it have a narrow focus? Does it take a clear position?
Do your topic sentences develop reasons for your position?
Look at rubric: “Statement of Purpose” and “Focus” and discuss important of these sentences.

11. Consider this.
Highlight your transition words/phrases/sentences in PINK.
Are your transitions at the beginning of paragraphs, or the end? Are you using transitional words or phrases within paragraphs as well?
Look at rubric: “Intro/Conclusion/Organization” and “Transitions” and discuss importance of these words/phrases

12. Consider this.
Highlight your source material (including citations) in YELLOW. Label each type of support.
Compare your citations and attributive tags to your Works Cited page.
Look for variety in types of evidence and balance in use (no overreliance on one source).
Are multiple sources used in support of each main point?
Is too much of your paper yellow? More than 1/3?
Look at the rubric: “Evidence” and evaluate your use of sources.

13. And one more…
The text that is left untouched so far should be explanatory or elaborative. If you don’t have much that isn’t highlighted, you know you need to work on elaboration.
Let’s look at the rubric: “Elaboration” and discuss what is meant by “a variety of elaborative techniques.”
Now read through this text and evaluate yourself.

14. Research paper workshop
Format: looking at model essay, taking notes on your draft
Self-Review. Reading essays for the following:
1. pronouns
2. absolutes
3. “you” & other RIP words
4. verbs/passive voice

15. To close: What revisions can you make to improve your essay?
Write this on the back of your rough draft (or a sticky note- let me know if you need one).
You will be turning these rough drafts in next week. I want to be able to see what changes you made when I evaluate the final draft. There is no certain level of revision that must be made; I just want to have this information.

16. AP one-word scoring descriptors for timed writing essays:
Effective and Adequate Essays
Ineffective Essays
A 9 is “unique”
An 8 is “sophisticated”
A 7 is “effective”
A 6 is “adequate”
A 5 is “uneven”
A 4 is “inadequate”
A 3 is “unsuccessful”
A 2 is “confusing”
A 1 is “ugh?”

17. Evaluation The 9-point rubric
9-point descriptors
The Anchor Papers—these are “samples”—responses vary
Camera Shots (these are worth 50 points)
Scoring…

18. Rhetoric Rhetoric: Close Reading: Rhetorical Analysis:
The traditional definition of rhetoric, first proposed by Aristotle, and embellished over the centuries by scholars and teachers, is that rhetoric is the art of observing in any given case the “available means of persuasion.”
Close Reading:
Reading to “develop an understanding of a text, written or visual, that is based first on the words and images themselves and then on the larger ideas those words suggest.”
Rhetorical Analysis:
Defining an author’s purpose, then identifying and analyzing the techniques and strategies employed to achieve that purpose.

19. Whose idea was this rhetoric thing?
Socrates: B.C.E.
Father of Western philosophy and Mentor to Plato. Epistemology and logic.
Plato: B.C.E.
Student of Socrates and founder of “The Academy” Philosophy, logic, ethics, rhetoric and mathematics.
Aristotle: B.C.E.
Student of Plato, and teacher to Alexander the Great.

20. Why Goals and Objectives?
Course Goal—broad, long-term
To understand the elements of argument and other genres or writing, and apply them in both writing, and analysis.
Daily Objective—accomplishing “pieces” of the “goal,” one step at a time
To understand and evaluate the finer elements argument