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[email protected] Holy Martyrs Ferrahian High School

Advanced Placement English Language and Composition Arpine Barseghyan, Instructor

FALL 2016-SPRING 2017

COURSE OVERVIEWWelcome to AP Language and Composition! This course is designed to give students multiple opportunities to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts. Students will write in a variety of modes for a variety of audiences, developing a sense of personal style and an ability to analyze and articulate how the resources of language operate in any given text. Because our students live in a highly visual world, we also study the rhetoric of visual media such as photographs, films, advertisements, comic strips, and music videos. In concert with the College Board’s AP English Course Description, this course teaches “students to read primary and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite sources using conventions recommended by professional organizations such as the Modern Language Association (MLA).”

In May, students will take the AP English Language and Composition Exam and may be granted advanced placement, college credit, or both as a result of satisfactory performance.

TEXTS Thank You for Arguing by Jay Heinrichs (Summer Reading) Language of Composition: Reading, Writing, Rhetoric by Renee H. Shea, Lawrence Scanlon,

Robin Dissin Aufses

Prestwick House AP Language and Composition by Douglas Grudzina

What Matters in America (3rd Edition)—Gary Goshgarian

They Say/I Say by Gerald Graff and Cathy Birkenstein

Additional readings provided by the teacher

CURRICULUM REQUIREMENTS:1. The course teaches and requires students to write in several forms (e.g., narrative,

expository, analytical, and argumentative essays) about a variety of subjects (e.g., public policies, popular culture, personal experiences).

2. The course requires students to write essays that proceed through several stages of drafts, with revision aided by teacher and peers.

3. The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and in-class responses) designed to help them become increasingly aware of themselves as writers and of the techniques employed by the writers they read.

4. The course requires expository, analytical, and argumentative writing assignments that are based on readings representing a wide variety of prose styles and genres.

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mailto:[email protected]


5. The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to identify and explain an authors use of rhetorical strategies and techniques. If fiction and poetry are also assigned, their main purpose should be to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.

6. The course teaches students to analyze how graphics and visual images both relate to written texts and serve as alternative forms of text themselves.

7. The course teaches research skills, and in particular, the ability to evaluate, use, and cite primary and secondary sources. The course assigns projects such as the researched argument paper, which goes beyond the parameters of a traditional research paper by asking students to present an argument of their own that includes the analysis and synthesis of ideas from an array of sources.

8. The course teaches students how to cite sources using a recognized editorial style (e.g., Modern Language Association, The Chicago Manual of Style, etc.).

9. The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work, that help the students develop these skills:

A wide-ranging vocabulary used appropriately and effectively. A variety of sentence structures, including appropriate use of subordination

and coordination. Logical organization enhanced by specific techniques to increase coherence,

such as repetition, transitions, and emphasis. A balance of generalization and specific illustrative detail. An effective use of rhetoric, including controlling tone, establishing and

maintaining voice, and achieving appropriate emphasis through diction and sentence structure.

COURSE OBJECTIVESAccording to The College Board, upon completing the Language and Composition course, students should be able to:

analyze and interpret samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques;

apply effective strategies and techniques in your own writing; create and sustain arguments based on readings, research, and/or personal experiences; produce expository, analytical, and argumentative compositions that introduce a complex

central idea and develop it with appropriate evidence drawn from primary and/or secondary sources, cogent explanations, and clear transitions;

demonstrate understanding and mastery of standard written English as well as stylistic maturity in your own writing;

demonstrate understanding of the conventions of citing primary and secondary sources; move effectively through the stages of the writing process, with careful attention to

inquiry and research, drafting, revising, editing, and review; write thoughtfully about your own process of composition; revise a work to make it suitable for a different audience;

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analyze image as text; and evaluate and incorporate reference documents into researched papers.

COURSE PLANNER AND LEARNING ACTIVITIES

SEMESTER ONE:Language Arts Contents Standards:

Reading: 1.1, 1.2., 1.3, 2.2., 2.4., 2.5., 2.6., 3.2., 3.3., 3.4., 3.5., 3.8., 3.9. Writing: 1.1., 1.2., 1.3., 1.6., 1.7., 1.9., 2.1., 2.2., 2.3., 2.6. Written and Oral English Language Conventions: 1.1., 1.2., 1.3. Listening and Speaking: 1.1., 1.2., 1.3., 1.4., 1.6., 1.11., 2.1., 2.3.

ESLRs: 1.a., 1.b., 1.c., 2.a., 2.b., 2.c., 3.a., 3.b., 3.c., 5.a., 5.c., 5.e.

FIRST SEMESTER

Unit 1-Intro To Rhetoric1) Review of AP syllabus, course requirements, AP exam format 2) Discussion and analysis of summer reading: Thank You for Arguing

Students will share and submit their Summer Reading packet (Study Guide, Rhetorical Analysis of Advertisement) for credit.

Students will review and submit the glossary for credit. This glossary will continually be revisited and added to during the two semesters

Students will take a Quiz on the terms and concepts from the Summer Reading.

3) The Language of Composition: Chapter 1: An Introduction to Rhetoric Chapter 2: Close Reading: The Art and Craft of Analysis Chapter 3: Analyzing Arguments: From Reading to Writing Chapter 4: Synthesizing Sources: Entering the Conversation

4.) Research and MLA Style—Early in the first semester and review during the second semester. Study . . .

MLA format How to search for sources How to evaluate the suitability of sources How to create Works Cited entries and a Works Cited page How to quote, how to paraphrase, how to summarize How to synthesize sources into a unified essay How to cite sources

UNIT 2- Close Reading: Analyzing Texts

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terms and concepts (these terms and concepts will be introduced here and used and revisited throughout the semester): alliteration, allusion, anaphora, annotation, antimetabole, antithesis, archaic diction, asyndeton, cumulative sentence, diction, hortative sentence, imperative sentence, inversion, juxtaposition, metaphor, oxymoron, parallelism, periodic sentence, personification, rhetorical question, style, synecdoche, syntax, zeugma

Selected Reading:

Dear Warner Bros.—Groucho Marx The Death of the Moth—Virginia Woolf First Speech to the House of Commons—Winston Churchill Inauguration Address—John F. Kennedy Inside Kennedy’s Inauguration, 50 Years On—Eleanor Clift from On Bird, Bird-Watching and Jazz—Ralph Ellison On Laziness—Christopher Morley Speech at Tilbury—Queen Elizabeth I

Activities and Writing Assignments:

Analyze a text for rhetorical strategies. Analyze a text for a writer’s or speaker’s use of stylistic choice. Write a paragraph of

your own that is a stylistic imitation of the writer you are analyzing. Then explain what it is that makes your imitation paragraph a model of the original.

Analyze a text for the creation of persona. Analyze a text for a writer’s or speaker’s achievement of purpose. Analyze a text for a writer’s or speaker’s use of diction. Choose one passage from that

text. Rewrite that passage at a lower or higher register of diction. Analyze a text for a writer’s or speaker’s use of syntax. Select one text analysis paper and write a draft revision of that paper. In the new draft,

focus on sentence style and sentence patterns. Enhance the prose with participial phrases, appositive phrases, absolute phrases, adjective phrases, and sentences that feature semicolons, colons, and dashes.

Select one text analysis paper. Focusing on the body of the paper only, highlight all general statements/claims in one color and all specific/detail/evidence/example sentences in another. Write an analysis of what the highlighting shows you about your own writing. Then choose the paragraph that most stands in need of improvement (using the general vs. specific lens) and write an improved version of that paragraph.

Unit 3- VISUAL TEXTS: ADVERTISTINGWhat Matters in AmericaChapter 3: How Does Advertising Influence Us?-ESSAY: Rhetorical Analysis of Advertisement/Visual Text

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Critical Engagement with Visual Texts

Writer/Designer

Who composed this text? What else has this person composed? What social, historical, cultural, or economic influences can you identify? What point of view does he or she adopt?

Purpose

What does the author/designer hope to accomplish? What social, historical, cultural, or economic influences can you identify?

Medium/Genre

What media are used — print? electronic? handwriting? type? paint? film? What is the genre—essay? journal? letter? story? poem? ad? painting? photograph?

collage? something else?

Subject

What is the text about? What statement does the text make, and how is that message supported? What other texts exist on this topic and what other texts are referred to?

Audience

What is your initial reaction? What is the audience assumed to know or believe? Who is the intended audience? Are you a member of this group?

Organization

How is the text organized? Is the arrangement what you would expect or is it a surprise? What is included? excluded? emphasized? not emphasized?

Style/Tone

How would you characterize the style—academic? hip? formal? informal? something else?

How would you characterize the tone—serious? humorous? satiric? something else?

Unit 4: COMMUNITYChapter 6: Community (selected readings)

o Guiding Question: What is the relationship of the individual to the community?

Aria—Richard Rodriguez

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Child of the Americas—Aurora Levins Morales Facebook Friendonomics—Scott Brown The Family That Stretches (Together)—Ellen Goodman from The Gospel of Wealth—Andrew Carnegie The Happy Life—Bertrand Russell Health and Happiness—Robert D. Putnam Home at Last—Dinaw Mengestu Letter from Birmingham Jail—Martin Luther King Jr. Lifeboat Ethics—Garrett Hardin Negative Reaction to Charity Campaign—Der Spiegel The Singer Solution to World Poverty—Peter Singer Small Change—Malcolm Gladwell Walking the Path between Worlds—Lori Arviso Alvord Warren Buffett, Bill Gates, and the Billionaire Challenge—Christian Science Monitor Where I Lived, and What I Lived For—Henry David Thoreau


Write an essay analyzing the rhetorical style of Martin Luther King’s “Letter from Birmingham Jail.”

Write an essay in which you compare and contrast the rhetorical strategies Martin Luther King uses in “Letter from Birmingham Jail” with those he uses in his “I Have a Dream” speech. Within the essay, answer the question of how the context or exigence of each text might call for certain rhetorical strategies as opposed to others.

Write an essay in which you determine several claims made by Henry David Thoreau in “Where I Lived, and What I Lived For.” Argue for or against (or a combination of the two) each claim you identify. Before concluding, write an evaluation of Thoreau’s overarching claim.

Write a definition paper in which you define the concept “community.” Use examples from the Language of Composition readings. Outside sources are optional.

Quickwrite: Write a narrative telling of a time when you transitioned from one community to another. Describe each community and let the reader see what that transition was like for you.

SECOND SEMESTERLanguage Arts Contents Standards: • Reading: 1.1, 1.2., 1.3, 2.1, 2.2.,2.3., 2.4., 2.5., 2.6., 3.1, 3.2., 3.3., 3.4., 3.5., 3.6., 3.7., 3.8., 3.9. • Writing: 1.1., 1.2., 1.3., 1.4., 1.5., 1.6., 1.7., 1.8., 1.9., 2.2., 2.3., 2.4., 2.6. • Written and Oral English Language Conventions: 1.1., 1.2., 1.3. • Listening and Speaking: 1.1., 1.2., 1.3., 1.4., 1.5., 1.6., 1.7., 1.8., 1.9., 1.10., 1.11., 1.12., 1.13., 2.2., 2.3., 2.4., 2.5.

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Expected School-Wide Learning Result: 1,a., 1.b., 1.c., 2.a., 2.b., 2.c., 3.a., 3.b., 3.c., 5.a., 5.c., 5.e.

Unit 5- POPULAR CULTURESelected Readings: Besieged by Friends—Heather Havrilesky from The Case for Contamination—Kwame Anthony Appiah Celebrity Bodies—Daniel Harris Corn-Pone Opinions—Mark Twain Emily Dickinson and Elvis Presley in Heaven—Hans Ostrom High-School Confidential—David Denby Hip Hop Planet—James McBride An Image a Little Too Carefully Coordinated—Robin Givhan My Zombie, Myself—Chuck Klosterman The Perils of Soft Power—Josef Joffe The Revolution Is U.S.—Thomas Friedman The U.S. Can Reclaim Smart Power—Joseph Nye Watching TV Makes You Smarter—Steven Johnson Who’s Dominating Whom?—Dierdre StraughanActivities and Writing Assignments:

Analyze the rhetorical strategies used by James McBride in “Hip Hop Planet.” Consider irony, hyperbole, metaphor, and colloquialisms, and evaluate how these strategies work to shape McBride’s persona and credibility.

Quickwrite: Think of a social situation (or work situation) in which most everyone who is part of that social situation (or employment situation) holds the same points of view on various issue. Describe the group of people you have in mind, and reveal some of the common beliefs held by these people.

Determine Twain’s central claim in “Corn-Pone Opinions.” Write an essay in response to Twain’s claim: agree, disagree—or both.

Choose one of the texts (from The Language of Composition) on the topic of Popular Culture and create a dialectical journal. Two columns: in the left-hand column copy passages that you find meaningful; in the right-hand column write your personal responses to those passages.

In what important way does popular culture affect society? Write an essay arguing in support of your answer to this question. Use at least three sources from The Language of Composition and two sources from ProQuest. MLA Style. Conclude the essay assignment by writing a meta-analysis of your own essay. For this essay, how did you conceive of your purpose in writing? What features of the essay reveal your awareness of purpose? How did you conceive of your purpose audience? What features of the essay reveal your awareness of your audience? What rhetorical strategies did you incorporate into your essay? Where might the addition of certain rhetorical strategies

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improve your essay? Then choose a 300-word section of your essay and rewrite that section using what you’ve discovered while performing your meta-analysis.

UNIT 6: LANGUAGESelected Readings: Always Living in Spanish—Marjorie Agosin The F Word—Firoozeh Dumas For Mohammed Zeid of Gaza, Age 15 & Why I Could Not Accept Your Invitation—Naomi

Shihab Nye How to Detect Propaganda—Institute for Propaganda Analysis How to Tame a Wild Tongue—Gloria Anzaldœa In Plain English—Charles Krauthammer The —ism Schism—Geoffrey Nunberg Mother Tongue—Amy Tan Politics and the English Language—George Orwell Slang in America—Walt Whitman The War of Words: A Dispatch from the Front Lines—Daniel Okrent The Word Police—Michiko Kakutani Words Don’t Mean What They Mean—Steven Pinker from Words that Work—Frank Luntz


Quickwrite: (from “Mother Tongue”): Which has a greater influence on the development of you person’s language skills: peers or family?

Compare and contrast paragraph 14 of George Orwell’s “Politics and the English Language” with the paragraph from Toni Morrison’s 1993 Nobel Prize speech that begins: “The systematic looting of language can be recognized by the tendency of its users . . .” Compare and contrast both the content (the claims) and the rhetorical methods used by each writer. When the stage of “final draft” is deemed to have been achieved, enhance the text by writing a new draft that incorporates some of the features of the rhetorical grammar instruction: varying sentence length, intentional fragments, rhetorical devices (tropes and schemes).

Should a law be passed declaring English the official national language of the United States? Write an essay in which you argue a position on this question. Add voices to your argument by incorporating at least two sources from The Language of Composition and two sources from ProQuest. Students will present their papers to the class. Following the presentation of papers, students will write one or more subsequent drafts of their original essay. These subsequent drafts will make concessions and incorporate the counterarguments expressed by other students. MLA Style.

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Choose one profession or group. Describe the jargon spoken by that group and analyze how the jargon and the language spoken by that group helps to define that group as a community.

Find a series of ads appearing in various media. Analyze how these ads function by focusing on a few key words from each ad and especially the connotations of those key words.

UNIT 7: The Environment Selected Readings:

The American Table and The Global Table—Jonathan Safran Foer Carnivore’s Dilemma—Nicolette Hahn Niman The Clan of One-Breasted Women—Terry Tempest Williams from The End of Nature—Bill McKibben Farm to Table—A.J. Jacobs from The Future of Life—E.O. Wilson A Good Food Manifesto for America—Will Allen Inversnaid—Gerard Manley Hopkins The Land Ethic—Aldo Leopold The Locavore Myth—James McWilliams from Nature—Ralph Waldo Emerson Natural Man—Lewis Thomas A Naturalist in the Supermarket—Michael Pollan Save the Whales, Screw the Shrimp—Joy Williams from Silent Spring—Rachel Carson from Test-Tube Burgers—Michael Specter


In Silent Spring, Rachel Carson points out that the Bill of Rights does not make us secure from a toxic or depleted environment because the framers could not conceive of such a future event. Write a letter to the framers of the Constitution—a letter from you in the future to them in the past—in which you enlighten the framers on the future they did not foresee and on how the Constitution could be made a more future-ready document.

In “Nature,” Ralph Waldo Emerson presents an optimistic view of “the useful arts.” In the voice of Rachel Carson (from the point of view of Carson), write a response to Emerson.

Go to your favorite natural place. While there, take clear and precise notes: jot down all that your five senses take in—most likely what you see, hear, and smell. Later, turn these notes into a description of place.

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Analyze the ways the different writers on environment (found in The Language of Composition) use research and evidence to support their arguments. Compare and contrast the research and evidence choices of one writer with the research and evidence choices of another.

Analyze the ways the different writers on environment (found in The Language of Composition) use the three rhetorical appeals to reach their audiences. Compare and contrast one writer’s use of the rhetorical appeals with another writer’s.

After reading how various writers view our current environmental situation, do you feel more led to adopt an attitude that is optimistic or one that is pessimistic? Use at least three sources from The Language of Composition to support your stance. The instructor will also address whole-class concerns that arise out of the collective first drafts. Students will then write one or more subsequent drafts. When the essay is deemed “finished,” write a subsequent draft that focuses on issues of coherence. Place a box around all transitional words and phrases. For those transitional words and phrases that connect to word or phrases in previous sentences, link those boxes.

UNIT 8: AP EXAM PRACTICEPrestwick House AP Language and Composition

Students take timed-writing essays (Argumentative, Synthesis, Rhetorical) Practice materials will be derived from the College Board Website (released questions) and various exam practice books.

Students evaluate student sample essays from Prestwick House AP Language and Composition—in addition to College Board.

We will prepare for the AP Exam by practicing with and discussing multiple choice questions and essay prompts (argument, analysis, synthesis).

Grammar as Rhetoric and Style: Students will engage in lessons at the end of each chapter in The Language of Composition (beginning with chapter 5). Students will complete exercises to reinforce students’ understanding of grammar and show how to use grammar and syntax to achieve a rhetorical purpose or stylistic effect.

Vocabulary: Vocabulary will be drawn from the readings. In addition to definitions, we will study key affixes and practice using context clues. Vocabulary quizzes will be given every 1-2 weeks.

ASSESSMENTS: • Homework and Classwork Assignments • Reading Quizzes and Vocabulary Tests • In-Class Timed Essays and Revisions (Grade will be based on the revised essay if all drafts and revisions are attached) • AP Multiple Choice Practice

Teaching Strategies (for both semesters): 3-2-1 Review, Analytic Teams, Believing and doubting game, Buzz Groups, Chunking, Collaborative Writing, Concept map, Cubing, Descriptive outlining, Dialogue Journals, Discussion, Discussion web, Dyadic Essays,

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Fishbowl, Five-word summary, Frayer model, GIST, Knowledge rating, Map the text, Pairs, small groups, Process quickwrites, Purpose/argument/ persona/audience (PAPA) Square graphic organizer, Questioning the author, Ranking, Reading rhetorically, Rhetorical précis, Round robin, Say, mean, matter, Semantic feature analysis charts, SQP2RS, Structured academic controversy, Think aloud/read aloud, Think-pair-share

COURSE MATERIALS 1. Assigned texts 2. One 5 Subject Notebook with dividers3. One Two-pocket folder to keep essays/ extra AP practice exams.4. Pencils 5. Ink Pens (Blue, Black, Red, and Green)6. Post-Its 7. Mini Stapler8. Highlighters

HOMEWORK AND MAKE-UP POLICYAssigned homework is written daily on the board in the classroom and/or is outlined in Weekly Agendas. It is YOUR responsibility to write the homework on your Weekly Agenda. Excused and unexcused absences: It is the student’s responsibility to turn in homework when he or she returns from an absence. Ask at least two reliable classmates to provide in class notes and missed assignments. Ask the teacher for any important materials given when you were absent. A student has one day for every day of an excused absence to make up work. A student must be prepared to make-up a quiz, a test or in-class essay the day he or she returns to class. NO EXCEPTIONS! There will be no make-up of homework assignments, tests, quizzes, or in-class writings for unexcused absences.

Late work: Late work will not be accepted unless the student has an excused absence. If a student is absent, work given prior to the absence will be due the day the student returns to school. Make-up work may be obtained before school or after school. It is the student’s responsibility to let me know that he or she needs to receive make-up work the day he or she returns to class. If a student knows ahead of time that he or she will be absent due to upcoming family obligations, please let me know as soon as possible so that I can assign work and the student does not fall behind.

You will have an appropriate window of time to complete and revise essays. Procrastination results in the “excuse,” (i.e., “my printer is out of ink,” “I emailed it to you…”). If you have a legitimate excuse, you must see me in person and privately or e-mail me in due time (i.e., NOT the night before the paper is due). Therefore, I reserve the right to evaluate circumstances for late work.

Hall Passes

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It is best to wait for the passing period to use a hall pass. However, if nature calls, a student may use a hall pass for up to four times during a term. Students must return within 5 to 10 minutes of being issued a hall pass. If a student fails to return to class within 10 minutes, that student will lose his or her hall passes for the rest of the term. Students must request a pass during an appropriate time so that class time is not interrupted. An appropriate time would be during independent work or group work. If a student asks during a presentation or when the teacher is lecturing, the hall pass request will be denied unless there is an emergency.

CLASS Expectations1. RESPECT YOURSELF AND THOSE AROUND YOU.2. Electronic devices such as cell phones, CD Players, MP3 Players, or I-pods, I-pads, games, etc.

must not be used or seen in class.3. Arrive to class on time. This means that you must be in your assigned seat before the tardy bell

rings. (Students who are late for class lose their hall pass privilege for the day, may be required to serve detention, or may be referred to the dean.)

4. Be prepared by having the proper materials and assignments. 5. Behave in a manner that is conducive to a pleasant instructional setting6. Handle school property and materials with care and keep your work area tidy. 7. Keep trash in its proper place.8. Eat only in the cafeteria (students may drink water in class).9. Obey rules of conduct set forth in the Student Handbook. Offensive behavior or language is not

permitted at any time in the classroom.10. Participate in class by stating relative comments during class discussions, completing all

assignments, and engaging in cooperative learning activities.

If there is failure to meet class expectations because of inappropriate behavior, one or more of the following disciplinary measures will be taken:

1. Corrective warning to student2. Student Teacher conference3. Reflective Writing Assignment 4. Detention5. Parent contact 6. Conference with parent(s) and student7. Referral to Administration.

RequirementsStudents must use an MLA formatted heading. This is what most undergraduate programs require. An example is below.First and Last Name Sally SueTeacher’s Name Ms. BarseghyanName of Class AP LanguageDue Date September 22, 2016

Name of assignment

All writing must be legibly written within both margins and on lines (unless it is typed). Students may lose five points for each assignment that does not follow these rules. If the work is so illegible that I cannot read it, the student may be asked to revise the assignment or receive a grade of zero.

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PLAGIARISM AND CHEATING Plagiarism is a serious offense, resulting in a failing grade and a suspension. The writing assignment subject to this offense will receive an F (20/100). Your parent(s) will be notified, and you will receive a referral to the administration. All assignments must be completed individually, unless otherwise stated. Students who have difficulty comprehending any assignment should contact the teacher or e-mail her prior to the assignment’s due date. If any part of two or more students’ assignments look similar or are the same, all involved students will receive a failing grade and a suspension.

EVALUATION AND GRADING POLICY Note taking; homework; classroom/group discussions; blog postings; quizzes; tests; expository, analytical and argumentative writing as well as personal and reflective writing in class and at home; individual and group presentations will all be graded on a point system.

The following are approximate percentages of how your grade will be distributed each quarter: Assignment Type Grade Weight

Major Essays 50%Quizzes 20%Homework 10%Classwork 10%Active Participation and Attendance 10%

IMPORTANT: Although missed assignments can be made up according to the make-up policy, the learning opportunities available through class lectures, presentations, discussions, group work, or other class activities cannot be made up. Such missed learning opportunities have a negative effect upon learning and grades. Students are, therefore, encouraged to avoid absences and to make school a top priority. I reserve the right, as the instructor, to make changes to these policies and procedures

should the need arise.

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AP English Language and Composition Summer Reading Assignments 2016

Ms. BarseghyanHoly Martyrs Ferrahian High [email protected]

“It is the mark of an educated mind to be able to entertain a thought without accepting it.”-Aristotle

Summer Reading

Thank You for Arguing by Jay Heinrichs (2013 edition) ISBN 978-0-385-34775-4

Thank You For Arguing covers the core rhetorical teachings of Aristotle and Cicero, but Heinrichs does it entirely using modern examples, drawing on political, marketing, workplace, and cultural references, as well as his own family arguments. One paragraph discusses Socrates; the next discusses Sherlock Holmes. The balance between formal lessons and practical examples makes the book highly valuable and applicable to everyday speaking and writing.

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Among other things, you will learn: • A deeper understanding of ethos, pathos, and logos • Many figures of speech • How to recognize strong and weak logical arguments • How to recognize (and use, or defend against) persuasive techniques • How to construct persuasive language in speaking and writing

Assignment:

1. Read and Annotate Thank You For Arguing, FIRST. Heinrichs’ text enlightens the novice rhetorician about the strategies and techniques involved when creating and sustaining an argument. I expect to see book annotations in the margins, highlighting, etc. when you return in the fall. We will refer to this text throughout the year.

2. Glossary: Heinrichs introduces and subsequently incorporates a wide variety of rhetorical strategies throughout his text. These terms can be found in bold, in the margins of the chapters, as well as in the glossary. Create your own glossary of, at least, 50 bolded terms from the book. You may make a list of the words with the definition and examples, or create flashcards.

3. Study Guide: The Study Guide questions focus on important concepts from the chapters. Please, read the chapters very carefully, taken notes in the margins, and answer the questions in detail. We will use these ideas, examples, and concepts throughout the year.

3. Rhetorical Analysis Questions: You will pick one print advertisement or commercial and conduct a rhetorical analysis of the ad using Heinrichs’ techniques and strategies. Choose carefully as you will be analyzing this ad for various features, so pick an advertisement that is controversial in nature. Provide detailed responses to the questions, which you will use in the fall to write a full rhetorical analysis of the advertisement. REQUIRMENTS

Must be typed (include the question # with each response) MLA format 1”inch margins 12 point font Times New Roman Double-spaced Include a title (Ex. Study Guide Questions) Heading in upper left hand corner Running header (Last name, page #) in upper right hand corner of each page

Students will take a comprehensive exam on the terms and concepts from the book during the first week of the fall semester.

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If you have any questions, please email me at [email protected]

Study Guide Questions:

IntroductionChapter 1–Open Your Eyes

1) Define Rhetoric.2) Provide an example of a chiasmus.

OffenseChapter 2—Set Your Goals

3) What is the difference between fighting and arguing?4) What does persuasion try to do?5) What is a deliberative argument? (Hint: You’ll have to use context clues to build your

definition.)6) What are Cicero’s 3 goals for persuading people?

Chapter 3—Control the Tense7) What are the three types of issues established by Aristotle? Why are knowing these

important?

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8) How can changing the tense (past, present, future) help you be more successful?9) What is the purpose of forensic rhetoric?10) What is the purpose of demonstrative rhetoric?11) What is the purpose of deliberative rhetoric?12) What type of rhetoric is “the rhetoric of choice” (35)? Why?

Chapter 4—Soften Them Up13) What is argument by logic (logos)?14) What is argument by character (ethos)?15) What is argument by emotion (pathos)?16) Why is concession the most powerful tool of logos?

Chapter 5—Get Them to Like You17) Explain decorum.18) What components make up decorum?19) Why must you change your decorum based on your audience’s expectations?

Chapter 6—Make Them Listen20) Identify and define the “3 essential qualities of persuasive ethos” (56).21) Describe a situation when YOU would use each of the following devices as defined in the

text: a. Braggingb. Character referencesc. Tactical flawd. Changing your position

Chapter 7—Use Your Craft22) What is practical wisdom?23) Why is practical wisdom important in building one’s ethos?24) What are the tools for enhancing practical wisdom?

Chapter 8—Show You Care25) What is “disinterested goodwill?”

Chapter 9—Control the Mood26) According to Aristotle, where do emotions come from? Is this an accurate statement?

Why? 27) Why is a “detailed narrative” the best way to change the mood of your audience (83)?28) Explain the statement: “When you argue emotionally, speak simply” (85).29) Why is sympathy more effective than humor at persuading someone?30) Discuss the use of the following in an argument:

a. Angerb. Patriotismc. Emulation

Chapter10—Turn the Volume Down31) Why is the passive voice so useful?32) Discuss the differences between the following:

a. Urbane humorb. Witc. Facetious humord. Banter

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Chapter 11—Gain the High Ground33) What is a “rhetorical commonplace”? Explain.34) Which of these phrases are a commonplace?

a. All children deserve a good education.b. Don’t go swimming after you’ve eaten.c. I’m sleepy.

Chapter 12—Persuade on Your Terms35) Explain definition/redefinition.36) Why must you as a “persuader” identify commonplace words?37) What tense is best when addressing values? Why?

Chapter 13—Control the Argument38) Create your own syllogism.39) What is an enthymeme?40) Create your own enthymeme.41) Explain inductive logic.42) Explain deductive logic.43) Identify and give an example of the following:

a. Factb. Comparisonc. Story

DefenseChapter 14—Spot Fallacies

44) What are the 4 questions that can help you determine if there is a fallacy in an argument? How can you use these in everyday life?

45) What are the 3 identifiers associated with logical fallacies?46) Explain The False Comparison and create your own example.47) Explain The Bad Example and create your own example of a hasty generalization.48) Explain Ignorance of Proof and create an example.49) Explain the Tautology and create your own example.50) Explain the following devices and create your own example for each:

a. Hasty Generalizationb. False Dilemmac. Straw Mand. Slippery Slope

Chapter 15—Call a Foul51) What is the purpose of argument?52) Explain the Fallacy of Power and create an example.53) Discuss the foul of Wrong Tense.54) Explain the foul of The Right Way and create an example.55) Explain the foul of innuendo and create your own example.56) Explain the foul of The Threat and create your own example.57) Explain the foul of Utter Stupidity and create your own example.

Chapter 16—Know Whom to Trust58) When in an argument, and ethos is used, what is the first thing to look for to determine if

the ethos is accurate? How could this be applied to your life?59) Explain, define, and give an example of “virtue” according to Aristotle.

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Chapter 17—Find the Sweet Spot60) Explain “practical wisdom” or phronesis.61) What is the most important trait of practical wisdom? Why?

Advanced OffenseChapter 18—Get Instant Cleverness

62) What are “schemes”?63) Define and explain the 3 types of figures.64) Create your own example of repeated first words.65) Create your own example of multiple yoking.66) Create an example of metonymy and synecdoche.67) Create a chiasmus.68) Create an example of dialysis or antithesis.69) Why is epergesis (editing yourself aloud) effective in certain situations?70) Explain “verbing”.

19. Speak Your Audience’s Language74. What is “code grooming”? Provide an example.

20. Make Them Identify with Your Choice75. Why does irony make the perfect rhetorical figure?

21. Lead Your Tribe76. Explain the “halo” method. Provide examples.

22. Avoid Apologizing77. Why should apologizing be avoided?

23. Seize the Occasion78. What is “kairos”? Explain.

24. Use the Right Medium 79. What factors should be considered when choosing a medium for persuasion? 80. Which rhetorical appeals (ethos, logos, pathos) do each of the five senses often evoke?

-Sight -Sound

-Smell -Taste -Touch

25. Give a Persuasive Talk 81. List and define Cicero’s five canons of persuasion.

82. What are the six elements of a classical speech outline? Do you see any similarities between the arrangement of speeches and essays?

26. Capture Your Audience82. Is President Obama’s inaugural address speech effective? Why, or why not?

27. Use the Right Tools 83. Describe a few rhetorical tools used for offense.

84. Describe a few rhetorical tools used for defense.28. Run an Agreeable Country 85. Describe what stood out to you the most from Thank you for Arguing. Explain.

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Rhetorical Analysis of an Advertisement: Analysis Questions

Assignment:You will pick one magazine/print advertisement. Choose carefully as you will be

analyzing this ad for various features, so pick an advertisement that is controversial in nature. To help you develop and prepare your analysis of visual rhetoric, on a separate document,

answer the following questions in detail. You must put enough information to demonstrate that you “read” the ad closely. You will use these questions to write a full rhetorical analysis of the ad in the fall.

1. Who is the target audience for the ad? (young adults, college, women, men, families, etc.) Explain.

2. What argument/claims is the ad conveying? What is its purpose?

3. What ethos, pathos, or logos does the ad evoke? Be specific, and identify each appeal, or lack thereof.

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4. What is the main rhetorical appeal used in the ad? Ethos? Pathos? Logos? Does it effectively fulfill the purpose of the ad, or does it make you question it?

5. What does the ad (visual text) assume about its viewers and about what they know and agree with? Assumptions include: values, shared beliefs, legal or moral principles, commonsense knowledge.

TEACHER CONTACT INFORMATION The best way to reach me is via e-mail: [email protected]

______________________________________________________________________________

STUDENT AND PARENT CONTRACT By signing up for this class, you understand that you have volunteered to take on a rigorous workload. You will be expected to complete all homework assignments on time, analyze texts as they are assigned, and positively participate in class on a daily basis. You will be expected to read, write, and think critically. Your thoughts will be your own, and you will share your thoughts and respectfully challenge the thoughts of your classmates and teacher. Lastly, you have read and you agree to the expectations and policies listed in the course outline, and you agree to be held to the high standard that is associated with the AP curriculum.

If you are willing to challenge yourself and commit to achieving these expectations, please sign and date below.

Student Signature__________________________________________ Date____________________________

Print Name_______________________________________________

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I have carefully read and understood all the requirements for AP Language and Composition:

Parent Name:_________________________________________________________________

Parent Signature: ______________________________________________________________________

Parent contact information:

Phone number:________________________________________________________________________

Email address:

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