2. 8.31/9.4 Fri/Tue warm-up: How did you score the essay?
activity 1: What do the AP scores mean?
activity 2: Let’s look at some more essays for this prompt! Hooray!
close: Time to score your essay. Oh no!
HW DUE: Browning released essay #1. In tracker as “Released essay 1.”
HW Tonight:
First revision of your essay. Type and print.
Read and score either essay #5 or #6. Participate in the online discussion following protocols online. Also online.
Upcoming:
8.31/9.4: summer assignment due
9.5/9.6: Browning essay due (1st revision)
9.11/9.12: vocab. 1 due
9.13/9.14: Browning essay due (final revision) (formal grade)
9.26/9.27: Orwell seminar
10.4/10.5: grammar 1 due
10.8/10.9: TEST 1 (rhet. triangle / SOAPS) (formal grade)
10.16/10.17: rhetorical analysis FRQ (formal grade)
10.18/10.19: vocab. 2 due

3. 8.31/9.4 housekeeping: KT
Knight Time? me.

4. 8.31/9.4 housekeeping: Portfolio
The file folder you brought today will be used to house your Lang work for the year.
Write your last name, first name on the tab. (Please do this in ALL CAPS so it’s easy to read.)
Inside, write the following info:
Parents’/guardians’ names
Contact info for parents/guardians (phone and —look these up on your mobile if you don’t know them)
Put your summer assignment in the folder (except the Browning material—rubric, FRQ and your essay)
Put the signed page from the SYLLABUS THAT YOU READ in here, too.

5. 8.31/9.4 warm-up: Browning student essay
Briefly, discuss the score you gave this essay.
Come to a consensus regarding the score with your neighbors.

6. SCORING GROUPS
8-9 are the superior essays. These essays effectively analyze the rhetorical context, showing insight and clarity. Essays are organized. Writing may contain flaws but none that hinder understanding. These are your high “A”s.
7 is a sufficiently adequate essay. It is a superior 6. The writing is better. This is your high “B” or low “A.”
6 is an adequate essay. The student grasped the rhetorical context, but may not sufficiently explain it (insufficient explanation of rhetorical strategies) or makes missteps (incorrect identification of rhetorical strategies). The writing is not as “clean” as a higher scoring essay, but flaws are not disastrous enough to limit clarity. Quote integration is probably a little more awkward than a 7 or This is your midrange “B.”
5 is a slightly less adequate essay. Either the writing is worse than a 6 or the explanations are not as developed or the evidence is not as robust. This is your low “B.”
3-4 are inadequate essays. These essays fail to grasp the rhetorical context completely. These essays may also substitute the simpler task of summary for analysis. The writing contains lapses, but still makes sense. These are your “C”s.
1-2 are essays that demonstrate little success. They may have misread the text, they definitely failed to grasp the rhetorical context and they probably have serious flaws in grammar and mechanics that limit understanding. These are your “D”s.
0? This is a zero:

8. 8.31/9.4 notes: Released essay 1
Shall we discuss? Let me throw it on the overhead and show you what I see going on here.

9. 8.31/9.4 notes: Released essay 1
The essay effectively addresses how the structure of Browning’s letter serves her rhetorical purposes.
The student effectively analyzes the ways in which Browning appeals to Napoleon’s ego and national pride to achieve her purpose.
The essay underscores Browning’s motivations for writing the letter (for instance, “she understands the transformative power art can have”).
The essay scored . . . 8

10. 8.31/9.4 activity: Released essay bonanza!
You will be put into groups.
Each group will receive two of three released essays for this prompt (NOTE: essays 2-4).
Choose to read one of the essays, answer the questions and come to a consensus on the answers.
Repeat the process for the second essay.
If time permits, we’ll change groups.

11. 8.31/9.4 notes: Scores!
ESSAY 2
The essay adequately analyzes the strategies Browning uses to petition Napoleon. Its evidences and explanations are appropriate and sufficient.
Developing three points (“applying flattery, evoking sympathy, and suggesting protection [for Napoleon’s legacy]”), the student presents a clear analysis of Browning’s letter that is supported by references to the passage.
Though not particularly sophisticated, the essay’s efforts to connect the letter’s formal features with rhetorical purpose are adequate (for instance, “The use of flattery is also evident in the repetition of Browning’s ‘trust’ in Napoleon’s greatness and will to do the right thing”).
Score? 6!

12. 8.31/9.4 notes: Scores!
ESSAY 3
This essay demonstrates a sophisticated grasp of the rhetorical situation and the ways in which Browning’s attempts to persuade her audience are informed by this context. [Why did I bold those things?]
The student effectively analyzes how Browning shrewdly exploits Napoleon’s concern for public opinion, his nationalism and paternal feelings, establishing a clear connection between Browning’s understanding of her audience and the rhetorical choices she makes to communicate her message to that audience. [Why did I bold those things???]
Although there are lapses, overall the essay provides an especially thorough analysis of the rhetorical moves that Browning makes in her letter.
Score? 9!

13. 8.31/9.4 notes: Scores!
ESSAY 4
The essay inadequately analyzes the strategies Browning uses to petition Napoleon.
The student attempts analysis but misrepresents the strategies, invoking rather confused terminology (“factual allusion” and “credible anaphora”).
The limited structure of the student’s essay (three-point thesis, five- paragraph format) highlights the student’s limited organizational strategies.
The student supports three major points with explanations that are insufficient and unconvincing.
Score?
4 

14. 8.31/9.4 close: Your essay So you’ve got your Browning essay.
Read and score it.
On a separate sheet of paper, justify the score you give your essay in a sentence or two.
This is step #1 of the bootcamp process for this essay.
What is the bootcamp?

15. 8.31/9.4 close: Your essay
1st edition: You wrote the essay over the summer. Score it and justify your score.
1st revision (self-edit): You may add to your essay, you may revamp it, you may use a hammer and tear it apart. (Are you a woman or a mouse?) I should see the physical edits on your original essay. Type your edited essay, print it and bring it to class on 9.5/9.6 for . . .
2nd edition (peer-revised): A peer will read through your essay in class on 9.5/9.6 (using guided notes) and make comments, suggestions and score your essay. Taking this into account, you will turn in a . . .
Final revision: A final essay that is typed, submitted to turnitin.com and will be scored by me.
Let’s take a look at the rubric for this assignment.

16. CLOSE and HW 8.31/9.4 CLOSE (turnitin.com info)
1A:  / Aristotle 
1B:  / Browning
2A:  / Dillard
2B:  / Chavez
3B:  / Thatcher
4A:  / Morrison
KNIGHT TIME?  
HW 1
Read and score released essay #5 or #6. Post your score and justification in the online discussion board for the essay you have read.
Respond to another student’s score by agreeing or disagreeing with them.
HW 2
Revise (note the revision suggestions on the bootcamp rubric) and type your Browning FRQ essay. You must bring a hard copy of your typed essay for peer editing next class.