What is the What

Columbine Part V Blog Discussion

2011-03-23T09:42:00.000-07:00

1. What do you think Dylan's motivation was for the creative writing project that got the attention of his teacher? The book indicates that the teacher did all she could regarding this writing project - do you agree? Do you think the counselor should have picked up on the cues in this paper?

2. Do you think Brian Rohrbough's opinions regarding the school were justified? Were his feelings part of his healing process - that is, did he need to place the blame somewhere?

3. Did the Federal Judge's decision to hand over materials to be secured in a Federal courthouse allow the full story of Columbine to be told? Do you think that the materials which the judge ordered secured would have been made public if he hadn't done this?

4. In 'Ready To Be Done' Cullen begins wrapping up the aftereffects of the killings. What events (e.g., the sealing of the parents depositions, Michael Moore's conclusions, Mr. D's divorce) were predictable and which came as a surprise to you?

5. Since we now know that school killers are likely to reveal their plans before an attack do you think that if someone revealed the sorts of things Eric did to Chris Morris, Zack and Nate would be caught now? Or would comments like this still be dismissed?

6. What do the discoveries regarding the Jeffco cover up lead you to believe regarding the investigation? Should Jeffco officials have turned their investigation over to another agency (such as the FBI) early on? Do you feel that justice was done with regards to the cover up?

7. In the (over) 10 years since Columbine there have been more than 80 school shootings. What lessons have been learned? Do you think this type of violence will ever be stopped?

8. What did you learn from the chapter 'Quiet'? Was this a good place in the book to place the chronology of events from the killer's perspective?

9. In 'At The Broken Places' Patrick Ireland says "The shootings were an event that occurred. But it did not define me as a person. It did not set the tone for the rest of my life." How do the vignettes about the school, the memorial and the survivors confirm or dispute this statement?

Columbine Part IV: Take Back the School

2011-03-18T11:28:00.000-07:00

1. One of the the ultimate question from this section was: Do you think Eric Harris was a psychopath? Why or why not? Do you think the label is useful or simply stigmatizing?

2. In the chapter 'The Parents Group' the stories of Patrick Ireland and Anne Marie Hochhalter are intertwined with information on the Jeffco coverup and the lawsuits following the attack. Does this make sense to you and work well (as these are both stories about the aftermath of the attacks) or would you have preferred to have the rehabilitation stories presented separately? Do the stories compliment one another?

3. The students of Columbine were repulsed by the use of their school name as a proper noun to describe school shootings or school violence. Does Dave's book help or harm their cause? What other example of diction are used similarly in other events?

4. Analyze the rhetoric of the sympathy letters from the Harrises and Klebolds?

5. Dylan laughed about picking on freshmen and 'fags' and the boys perceived themselves to be victimizers, not victims. Does this lead you to think that those who bully in schools should be watched for similar impulses - or is that too big of a leap to make? Do you think we should be looking at bullies to see if they have other characteristics of psychopaths?

6. In discussing the essay Eric wrote for Mr. Tonelli Dave writes, 'What chance did he have against a clever young psychopath? Few teachers know the meaning of the term.' Do you think teachers should be educated about psychopathy - and to what end [i.e., would it help prevent future attacks]?

7. "Who Owns The The Tragedy" is a chapter in which Eric and Dylan don't appear. Do you think that focusing on someone other than them provides a relief to the reader? Do you think Dave intentionally gave the reader breathing space here?

8. This chapter also details the struggle between the school and the media upon its reopening. Does the media seem unnecessarily insensitive to you or are they just trying to do their job? Where do your sympathies lie here - with the parents, the media, or is it mixed?

9. What is your opinion to the reactions to the revelations concerning the Cassie Bernall story?

10. Were you surprised that the Klebolds sued Jeffco? What is your opinions regarding the merits of their case?

11. Does Eric's attitude toward Robyn (and her feelings toward Dylan) in regard to the purchase of the guns further exemplify the lack of emotions in psychopaths?

12. Eric mocks his father in his journals by saying 'This is what I am motivated for...This is my goal...This is what I want to do with my life.' What is your reaction to this and what does it say to you regarding Eric's mental state?

Columbine Part III: The Downward Spiral

2011-03-16T08:14:00.000-07:00

1. How do you feel about the tone of the chapter 'Jesus Jesus Jesus'? Is it suitably respectful to the religious beliefs of the people in Columbine in their reaction to the attacks? Is it analytical enough of the beliefs?

2. Eric's website (complete with bomb instructions) was reported to the police on August 7, 1997. Does this seem like a place where Eric's eventual plans could have been stopped? Why do you think that this violent information seems to have been ignored and wasn't followed up on?

3. 'Good-bye' has the first musing of Fuselier regarding Dylan and Eric's sanity. Given what we read here do you feel that they were sane? Do you think we know enough about psychopathy at this point in the book to make a decision regarding whether or not Eric is a psychopath? We have read quite a bit about Dylan's depression by this point - does he seem to be depressed enough to be mentally ill by this point in your opinion?

4. Eric and Dylan became enthralled with films like 'Natural Born Killers' and 'Lost Highway' and musicians like Nine Inch Nails. Do you think society/the media do an injustice to filmmakers and musicians when we tie them to the actions of deranged killers? Do you think there is any justification in being concerned with the effect of violent films and music on teens - and/or is this something that requires the attention of a parent on a case by case basis?

5. Wayne Harris finds one of Eric's pipe bombs. Since this happened shortly after the locker incident do you think that he should have been paying closer attention to what his son was doing? What do you make of his reaction to this - do you think that he was too concerned with protecting his son and was too worried about his future or was he simply acting like a protective parent?

6. Dwayne Fuselier began dismissing a conspiracy theory within a week of the attack on Columbine. Why do you think the local authorities clung onto the theory longer? Was it because it is difficult to imagine that an attack of this magnitude could be planned by two boys or because they wanted living people to blame?

7. Refute or defend the NRA's visit to the Denver area two weeks after the shooting at Columbine.

8. In the years after events surrounding Columbine continued to unfold, many have been angry about the police "dropping the ball" in regards to Eric's "hit list" website. Should sites like this be protected by the First Amendment?

9. What do you make of the spread of the story of Cassie Bernall's martyrdom? Do you think that it spread because people needed to believe that something good could come out of such a horrible situation? Do you think that people saw Cassie's story as being something with gave people hope for the future of their children? Why do you think that Val Schnurr's story did not spread - particularly given the spread of Cassie's story?

Analyzing Leonard PItts, Jr.'s "We'll Go Forward From This Moment"

2011-03-16T08:02:00.000-07:00

Today in class we read and discussed Leonard Pitts, Jr.'s "We'll Go Forward From This Moment." You should use this article for this week's Friday Reading.

Tomorrow in class we'll have our half-way point Socratic Seminar for Columbine. Bring your favourite rhetorical strategy inspired dish to share!

Presidential Rhetoric (with more to come, of course!)

2011-03-15T07:55:00.000-07:00

Today we analyzed how our past U.S. presidents used rhetoric to bring comfort and resolve to the American audience.

In doing so, we read and discussed FDR's Address to the Nation following the attack on Pearl Harbor and George W. Bush's Address to the Nation on the evening of September 11, 2001.

Answer these questions:
1. TAP both speeches. Provide citation from the texts to support your assertions.
2. For each speech, identify, define and evaluate the effectiveness of THREE rhetorical strategies.
3. What similarities and differences did you notice between both addresses to the nation?
4. In a well developed paragraph, explain which address better served its intended purpose and why.

The Rhetoric of Women

2011-03-14T07:36:00.000-07:00

Today in class we compared two famous essays from the women's liberation movement. I know the boys in class quite enjoyed the Steinem piece. :)

Here's Judy Brady's satirical piece on the role of women and mothers in 1971, "Why I Want a Wife."
Use these questions, not the ones at the bottom of the essay:
1. TAP this! (I'm surprise that you're still surprised by this)
2. This essay way first published when the women's movement was relatively new in 1971. How have times changed? How have they stayed the same?
3. List three examples of rhetoric Brady uses to make her point, identify and define the example and evaluate its effectiveness.
4. In one paragraph, defend or refute Brady’s position using the examples you listed.

Steinem's essay, "If Men Could Menstruate" holds up nicely, yes?
Questions:
1. TAP this! Remember to cite evidence for tone and audience.
2. Identify, define, and analyze the effectiveness of THREE different rhetorical strategies.
3. Write a one paragraph response to Steinem in which you either refute or defend her position.

Part II: After and Before

2011-03-10T07:52:00.000-08:00

Here are the questions for the second section of the book 'After and Before.' As always, if you wish to add your own questions on this section please do.

1. In 'Vacant' we read of how the families learned of the deaths. Which of these stories affected you personally and why?

2. The Harrises and Klebolds both released statements. Analyze the rhetoric of these statements. [pg 107]

3. National polls taken after the attack listed a variety of causes contributing to the attack including violent movies, video games, Goth culture, lax gun laws, bullies, Satan and the parents. 85% of the public in a Gallup poll blamed the parents. What is your opinion of the list and the blaming of the parents?

4. In 'First Memories' we learn of Eric's fascination with fire and fireworks, guns, video games and the isolation of rural areas. Were there warning signs in any of this or was this normal behavior? Do you think that the disruptions of being a 'military brat' and his father's rigorous discipline were contributing factors to his eventual actions? Why would these things affect him when they do not affect other children?

5. At the beginning of 'Rush to Closure' we read that the Denver Post printed the headline 'Healing Begins' 36 hours after the attack. What effect do you think that this had? Do you think it hindered the healing of people who were still processing the attack? How much control did the media have over public perception of events?

6. Another story the media ran with was the heroic version of Danny Rorhbough. Why was this story so widely accepted by its various audiences?

7. In his online fantasies Eric describes a world where nothing happens and all humans have been eliminated. He said that he in fact wishes he could act on these fantasies. Does you see signs of psychopathology in this? Do you think many teens have nihilistic or misanthropic fantasies of this sort? Would you advise someone communicating online with a person who revealed these fantasies to alert someon in authority?

8. In 'Help Is On The Way' we read of the last hours of Dave Sander's life. Personally, this was a difficult chapter to read. How did Cullen's use of rhetoric effect you?

9. In 'Media Crime' Cullen takes on the myths of Columbine. Analyze one of the myths he takes on and explain why you think that myth was perpetuated as well as believed.

10. What was the effect of the media's disregard for being selective in the people that were considered 'witnesses' at Columbine?

11. Why do you think that the rumor about Eric and Dylan being gay spread in Clement Park? Was this a way for the survivors to create psychological distance from the killers? Why do you think the media failed to show the same restraint they showed with regard to gay rumors in describing the killers as Goths? Were you surprised to read that although they are often stigmatized and bullied in schools that Goths do not react violently?

12. Explain your reaction to some of the ways the police force "blew it" in regards to early warning signs?

13. Eric's journal said 'I hate the fucking world.' What does this say about his motivations?

Columbine Discussion: Part I: Female Down

2011-03-07T07:37:00.000-08:00

Part I: Female Down
Directions:
1. You need to answer five of the questions below AND respond to the comments of five classmates.
2. When you respond, indicate the question # to which you are responding.
3. When you respond to a classmate's answer, you need to respond with a thoughtful comment. In other words, "I agree with you Richie" does not a thoughful comment make. "I agree with you Richie because I thought Cullen utilized appeals to ethos, pathos and logos extrememly well, especially on page..."
4. As always, ELABORATE in your responses and comments.

QUESTIONS:
1. The book begins with an assembly at the High School on the Friday before the attack. Considering there are several perspectives that he could have taken (beginning with the attacks or starting with events that triggered the attacks) what is the purpose and effect of this opening?

2. The dedication is to the thirteen people killed and to Patrick Ireland. Did you notice this? Did you find yourself checking (as I did) to see if you were reading about someone who died in the attacks as you went through the book? How did this affect your reading?

3. There are two epigraphs in the book - one from Hemingway and one from Dostoyevsky. Why did the author include these?

4. Did the Author's Note on the sources give you information that was useful in your reading of the book? For example - did it help to know that no dialog was made up in the book? Do you feel that notes of this sort give you more confidence in reading a non-fiction work?

5. You read about Eric and Dylan's preparations for the prom, their work at the pizza shop and their silly nicknames 'Reb' and 'VoDKa.' Did the author effectively characterize them as "typical" teenagers? Did this make them more frightening and/or make their actions harder to understand?

6. Beginning with a section on page 10 ('Rebel Hill slopes gradually....') and at the beginning of the chapter 'Springtime' we get descriptions of the school setting and the student body. Did you feel that this gave you an adequate picture of the school environment? Does it seem similar to secondary schools that you have known? If yes, does this make the book more difficult for you to read?

7. Did you know about the problems with cellphones overwhelming the operators? Do you think this would be worse now? How do you think this affected the reporting? Did the '24 hour news cycle' come into play here - that is, were the news agencies running with any information they could get - including cellphone calls from inside the school? Should the news shows have carried live telephone calls from the students? Why or why not? Do you think that this sort of coverage should depend on the news item being covered (i.e., if it does not put people in danger, should these sources be used)?

8. We begin reading of the parents responses in '1 Bleeding to Death.' Were you able to put yourself in their place? Are there any particular responses that stood out to you?

9. What did you think of the reaction of the Klebolds? Were you surprised that Tom suspected his son right away? Does it seem particularly odd that he reacted this way, given the response of the Harrises?

10. What is the 'First Assumption'? Is it that there was a terrorist attack? That there were hostages? Or that it was a large conspiracy? Or does this refer to the assumptions of the news media? In retrospect do these assumptions make sense (i.e., can you understand why there was this confusion)?

11. What is your opinion of the news media's questions such as 'were they outcasts' - and they use of the word 'they' to indicate some sort of groupthink? Why do you think that the notion of the 'Trenchcoat Mafia' was seized on so readily? Why do you think these early notions were not corrected as it became clear they were wrong? Do you think that mistakes of this sort lead to the 'school shooter profile'? To what degree does looking for easy explanations for complex problems come into play to explain these sorts of notions?

12. What anecdote in this section effected you the most? Explain.

Michael Moore's Bowling for Columbine and Transactional Journals

2011-03-04T07:18:00.000-08:00

Today we discussed the transactional journal assignment for Colubmine, read Molly Ivins' "Get a Dog, Get a Knife, but Get Rid of Guns" in the Norton Reader and began watching Michael Moore's documentary film about gun violence, "Bowling for Columbine."

Transactional Journal Assignments:
The writing you will do for this text is of a personal nature. You are to create ten well-crafted and polished journal entries in response to the work. Each entry should be typed(10 – 12 point font). The following is a list of possibilities and suggestions, but by no means is it exhaustive; feel free to use your imagination.

The journal entries must cover the entire book; they should be spread evenly in relation to the beginning, middle and end of the work. They should also reflect a variety of the choices listed below. TWO ENTRIES MUST be based on writer’s craft (the first bulleted item), and THREE ENTRIES MUST come from the “research questions” at the end. The remaining five choices are up to you. Please include a table of contents and cover page for your journal. Journals should be in a folder with brads.

DUE DATE: MONDAY, MARCH 28TH.

• Fully examine and explain the effectiveness of a particular piece of the writer’s craft; style of writing, use of rhetoric, appeals to ethos/pathos/logos, portrayal of the killers, use of parallels, juxtaposition, etc. This analysis should include the effect of the chosen craft on the audience. (TWO ENTRIES REQURIED)

• Create a piece of writing that describes and explains your personal reaction to a character, place or event in the text.

• Compare and contrast Dave Cullen’s style of writing to Truman Capote’s style of writing in In Cold Blood.

• Write a fictional letter to one or more of the characters or create a letter written from one character in the novel to another that expresses some unspoken feelings or thoughts.

• React, respond and explicate a “five star quote” of your choice. A “five star quote” is a quote that “jumps off the page” at you for any number of reasons. It may be aphoristic, profound, humorous, universal, or any reason you choose. For clarity, you must include the entire quote somewhere in the entry.

• Create an original piece of writing that is inspired by the book; it may be a poem, short story, short drama or section of dialogue, advertisement, review, etc. (only one of this type of entry is allowed)

• Create an ethical question that the novel has raised for you and then answer that question in your journal entry. Write a justification and possible answer after completion of your reading.

• Create an original piece of art for one of your entries. Some possibilities could include: a drawing, a painting, an editorial cartoon, a collage, etc. (only one of this type of entry is allowed)

• Create a correspondence between either Dylan or Eric and either Dick or Perry from In Cold Blood.

• Create a collection of artifacts (in a box) for one of the characters in the book; attach a written rationale for your choice to each item. (The total of the written rationales should be roughly equivalent to the two-page minimum.)

• Create 10 AP style multiple choice questions for a passage from the book. Include the passage in your journal. Each question must include five answer choices and an answer key justifying the correct answer. These questions should be analysis style questions.

•Create a short list of enduring understandings that emerge as you read. Use evidence from the book to support your claims about the enduring understandings you take away from the book. How will these understandings shape decisions you will make in the future? How should these understandings shape our society?

• Write an editorial piece addressing ONE of the issues raised in the book.

RESEARCH RESPONSES (THREE REQUIRED:

• Read and analyze one of the Government Reports on Columbine and School Shooters (The information for these reports is listed on p. 409 and of Columbine), or The Killers: Profiles and Childhood History (p. 411) comparing the findings with research from Cullen’s book.

• Research one of the seven “Columbine Myths” (bullying, Goth culture, jocks, outcasts, gays, third shooter, Trench Cjoat Mafia, Christian martyr) and write a cause-effect entry analyzing how the myth began and what effect it had on the investigation, public perception, and aftermath of the shootings.
Suggested readings from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44), plus Columbine myths: (149-52, 155-59); Eric Harris as a psychopath (239-148).

• Analyze the media coverage of the event and compare it with text from the book.
Suggested reading from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44), television coverage (52-3,56-7,64-7,140-42, 149-53,155-57).
Suggested media coverage: (You can access all of these articles online)
 “The Columbine Killers” – David Brooks, New York Times
 “Fatal Friendship: How Two Suburban Boys Traded Baseball and Bowling for Murder and Madness” – Lynn Bartells and Carla Crowder, Rocky Mountain News
 “The Gunmen: A Portrait of Two Killers at War with Themselves” – Dirk Johnson and Jodi Wilgoren, The New York Times.

• Compare Michael Moore’s Bowling for Columbine with Cullen’s book regarding what happened and who was involved.
o Suggested readings from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44), plus Columbine myths: (149-52, 155-59); Eric Harris as a psychopath (239-148).

• Compare the point of view toward gun violence expressed in Cullen’s book and compare/contrast it with at least two of the articles listed below, all of which we read in class:
o “Guns and Grief” by Lillian B. Rubin (Patterns for College Writing, p. 350).
o “A Peaceful Woman Explains Why She Carries a Gun” by Linda M. Hasselstrom (Patterns for College Writing, p. 357).
o “Who Shot Johnny?” by Debra Dickerson (Norton Reader, p. 383)
o “Get a Knife, Get a Dog, But Get Rid of Guns” by Molly Ivins (Norton Reader, p. 389)

• Investigate one controversial aspect of the event and propose how one of the issues related to Columbine could be resolved.(Reading topics below can be referenced in the index of Columbine).
• Perimeter, police response, SWAT team action & reaction time
• Eric Harris as psychopath and why no one “knew”
• Gun laws and minors
Suggested readings from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44)

Dave Cullen's Columbine

2011-03-03T07:13:00.000-08:00

Today in class, you were given your assignments for Dave Cullen's Columbine. The assignments are broken into two parts: the online discussion and your personal transactional journal.

Blog Discussion:
During/after each assigned section reading, you are required to participate in class discussions on the blog. I will post several questions after each assigned section and you are required to respond to FIVE questions and comment on FIVE of your peers’ responses/ comments to questions. When you answer a question, copy and paste the question into your response. When you are replying to a comment, copy and paste the comment to which you are responding and address the poster by name, offering insight as to whether you agree or disagree with their point of view. Blog discussion deadlines are listed in bold below.

• Part I: Female Down: Chp. 1 – 19 (p. 3 – 98) Wednesday, March 9, 11:59 p.m.
• Part II: After & Before: Chp. 20 – 30 (p. 101 – 170) Sunday, March 13, 11:59 p.m.
• Part III: The Downward Spiral: Chp. 31 – 40 (p. 173 – 236) Wednesday, March 16, 11:59 p.m.
• Part IV: Take Back The School: Chp. 41 – 47 (p. 239 – 302) Sunday, March 20, 11:59 p.m.
• Part V: Judgment Day: Chp. 48 – Afterword: Forgiveness (p. 305 – 370) Thursday, March 24, 11:59 p.m.

Elie Wiesel on Oprah

2011-02-18T06:25:00.000-08:00

Today in class you will watch the Oprah Winfrey with Elie Wisel. Yes, Oprah is slightly annoying in this interview, but I think she just wanted to fill the silence. Let me know what you think of the film when I see you again (March 2nd!)

HW: Read and analyze "No News From Auschwitz."

“No News from Auschwitz” by A. M. Rosenthal
written for The New York Times

Brzezinka, Poland—The most terrible thing of all, somehow, was that at Brzezinka the sun was bright and warm, the rows of graceful poplars were lovely to look upon, and on the grass near the gates children played.

It all seemed frighteningly wrong, as in a nightmare, that at Brzezinka the sun should ever shine or that there should be light and greenness and the sound of young laughter. It would be fitting if at Brzezinka the sun never shone and the grass withered, because this is a place of unutterable terror.

And yet every day, from all over the world, people come to Brzezinka, quite possibly the most grisly tourist center on earth. They come for a variety of reasons—to see if it could really have been true, to remind themselves not to forget, to pay homage to the dead by the simple act of looking upon their place of suffering.

Brzezinka is a couple of miles from the better-known southern Polish town of Oświęcim. Oświęcim has about 12,000 inhabitants, is situated about 171 miles from Warsaw, and lies in a damp, marshy area at the eastern end of the pass called the Moravian Gate. Brzezinka and Oświęcim together formed part of that minutely organized factory of torture and death that the Nazis called Konzentrationslager Auschwitz.

By now, fourteen years after the last batch of prisoners was herded naked into the gas chambers by dogs and guards, the story of Auschwitz has been told a great many times. Some of the inmates have written of those memories of which sane men cannot conceive. Rudolf Franz Ferdinand Hoess, the superintendent of the camp, before he was executed wrote his detailed memoirs of mass exterminations and the experiments on living bodies. Four million people died here, the Poles say.

And so there is no news to report about Auschwitz. There is merely the compulsion to write something about it, a compulsion that grows out of a restless feeling that to have visited Auschwitz and then turned away without having said or written anything would somehow be a most grievous act of discourtesy to those who died here.

Brzezinka and Oświęcim are very quiet places now; the screams can no longer be heard. The tourist walks silently, quickly at first to get it over with and then, as his mind peoples the barracks and the chambers and the dungeons and flogging posts, he walks draggingly. The guide does not say much either, because there is nothing much for him to say after he has pointed
For every visitor there is one particular bit of horror that he knows he will never forget. For some it is seeing the rebuilt gas chamber at Oświęcim and being told that this is the “small one.”

For others it is the fact that at Brzezinka, in the ruins of the gas chambers and the crematoria the Germans blew up when they retreated, there are daisies growing.

There are visitors who gaze blankly at the gas chambers and the furnaces because their minds simply cannot encompass them, but stand shivering before the great mounds of human hair behind the plate-glass window or the piles of babies’ shoes or the brick cells where men sentenced to death by suffocation were walled up.

One visitor opened his mouth in a silent scream simply at the sight of boxes—great stretches of three-tiered wooden boxes in the women’s barracks. They were about six feet wide, about three feet high, and into them from five to ten prisoners were shoved for the night. The guide walks quickly through the barracks. Nothing more to see here.

A brick building where sterilization experiments were carried out on women prisoners. The guide tries the door—it’s locked. The visitor is grateful that he does not have to go in, and then flushes with shame.

A long corridor where rows of faces stare from the walls. Thousands of pictures, the photographs of prisoners. They are all dead now, the men and women who stood before the cameras, and they all knew they were to die.

They all stare blank-faced, but one picture, in the middle of a row, seizes the eye and wrenches the mind. A girl, twenty-two years old, plumply pretty, blond. She is smiling gently, as at a sweet, treasured thought. What was the thought that passed through her young mind and is now her memorial on the wall of the dead at Auschwitz?

Into the suffocation dungeons the visitor is taken for a moment and feels himself strangling. Another visitor goes in, stumbles out, and crosses herself. There is no place to pray in Auschwitz.

The visitors look pleadingly at each other and say to the guide, “Enough.”

And so, there is nothing new to report about Auschwitz. It was a sunny day and the trees were green and at the gates the children played.

1. TAP this essay.
2. Explain why the title of the essay is ironic. What “news” does Rosenthal want his readers to know?
4. Identify, define, and evaluate the effectiveness of three rhetorical strategies.
5. Identify, define and evaluate the effectiveness of an appeal to ehthos, pathos OR logos.
5. List three examples of meaningful quotations used in this essay. After you write each quotation, explain how that quote helps convey Rosenthal’s purpose.

Remaining Chapters of Night

2011-02-16T06:20:00.000-08:00

Due Thursday, February 17th:
Study Questions: Chapters SIX, SEVEN, EIGHT, and NINE
1. Throughout the memoir, what various things have Elie and Chlomo “pretended” to believe? Explain these situations and the various motivations both Elie and his father had for their actions.
2. Why and how does Wiesel portray “Death” as a character?
3. What terrible thought does Elie have about Rabbi Elizahou’s son? What do the actions of Rabbi Elizahou’s son demonstrate about how these conditions changed people in the camps?
4. Think about the following questions: Why did the two men try to throw Elie’s father from the carriage? Why did the living "rejoice" when the order came to throw out the corpses? How did the prisoners in the wagon act like animals? What incident many years later reminds Elie of this event? After thinking about your answers to these questions, contrast the actions of those involved in both incidents.
5. Citing evidence from the memoir, describe the transition between the parent/child relationship. Your analysis should examine the changes that occur.
6. In your opinion, what does Elie mean when he says “free at last” at the end of chapter eight? Why, many years later, might he feel guilty for this?
7. Analyze the Wiesel’s last line.
8. Going back to the preface of the memoir, Wiesel wrote that “the witness has forced himself to testify. For the youth of today, for the children who will be born tomorrow. He does not want his past to become their future.” In your opinion, does Wiesel achieve the purpose for his testimony?

Symbolism in Night

2011-02-14T08:58:00.000-08:00

Today in class we:
1. In class essay: Analysis of how Walls used rhetoric and appeals to ethos, pathos and logos to describe the influence of her parents on her life.
2. Discussed Wiesel's style of writing in the first three chapters.
3. Read and analyze chapters four and five by the start of class tomorrow.

Study Questions: Chapter FOUR and FIVE
1. Analyze the significance of the hanging of the young boy (the one Elie is forced to witness). Your analysis should explain why this particular hanging bother him so much, when this is not the first hanging he has borne witness to. Your analysis should also evaluate Elie’s response to the man who asks “Where is God now?” at the end of chapter four.
2. What does Akiba Drumer say God is going to them? Contrast Akiba Drumer’s faith with Elie’s faith at this point.
3. What is Elie’s attitude toward God during Rosh Hashanah? Why does Elie refuse to recite “Blessed be the Name of the Eternal” during the Rosh Hashanah services?
4. What is the significance of Elie’s “inheritance”?

As always, continue to take annotations on the father/son relationship, Wiesel's method of presentation and the parallels and juxtapositions Wiesel uses to convey his ideas and emotions to the audience.

Elie Wiesel's Night

2011-02-10T11:26:00.000-08:00

Today we began our study of Elie Wiesel's haunting memoir, Night. which the New York Times called "a slim volume of terror.

Please read through chapter three for Monday's class. These questions will help you analyze Wiesel's writing style as well as the symbolism in his writing.

As you read, please take annotations on the following:
1. The parallels between Wiesel's relationship with his heavenly and earthy father. Specifically, look to chapter one for the ways he describes the vast differences in these relationships and to later chapters as those same relationships interest, and then transform.
2. Wiesel's "sparse" style of writing. Though I personally disagree with this description, there is a distinct, telling difference between Wiesel's writing style and that of Kimmel and Walls from the previous memoirs. Think about what Wiesel is trying to achieve through his careful use of diction, appeals to ethos, pathos and logos, as well as the way he uses symbolism.
3. Finally, look for the ways Wiesel uses night, both literally and figuratively, to tell his story.

Glass Castle Socratic Seminar

2011-02-09T03:07:00.000-08:00

One of the best socratic seminars yet class!
Pay careful attention to the appeals to ethos, pathos and logos Walls uses to describe the effect each parent had on the way she viewed life.
In class analysis Monday!

Analyzing Editorial Cartoons

2011-02-08T05:00:00.000-08:00

Today in class we analyzed the various editorial cartoons included in this document.

Rules for Editorial Cartoon Friday Reading:
1. Identification of the speaker. This is more than simply a name. I want you to identify where you believe the speaker’s beliefs are. So, “Sarah Wheatley” would be a speaker, but if I were writing an opinion piece on the joys of parenting, then my identification would also be “mother” or “parent.”
2. Identification of the tone of the article. You need to explain how the cartoon conveys a specific tone.
3. Identification of the intended audience. You need to explain how the cartoon appeals to this specific audience.
4. A short summary of the purpose of the editorial cartoon (One to two well developed sentences).
5. A short reaction to the editorial cartoon (two to three well developed sentences)
6. A list of three rhetorical strategies used in the article. For each, identify the type of rhetorical strategy and list the specific example. YOU DO NOT NEED TO INCLUDE THE DEFINITION.(Thanks Austin!)

***Remember to include a copy of the editorial cartoon!

The Glass Castle Final Questions:
1. On page 230, Rex tells Jeannette: “The family is falling apart.” Analyze the hidden meaning of Jeannette’s reply.
2. Why is it important that, just before leaving for New York, Jeannette tells her father that she doesn't believe he'll ever build the glass castle, and that even if he does, she’s not going to be there to see it? (p. 238).
3. The first flashback Walls shares from her childhood is that of her burning herself severely at age three, and her father dramatically “rescuing” her from the hospital, telling her: "You're safe now" (p. 14). Why does the author open with this anecdote and how did it set the stage for the rest of the memoir?
4. Rex Walls often asked his children, "Have I ever let you down?" Why was this question (and the required "No, Dad" response) so important for him -- and for his kids? On what occasions did he actually come through for them?
5. Refute or defend the following statement: Though it portrays an incredibly hard life, the tone of the memoir is rarely overtly sad or depressing. (Your analysis should discuss the overall tone of the memoir and how you think Walls achieved her intended effect).
6. Analyze how the author uses rhetoric to portray her arrival in NYC and compare her arrival here to the other arrivals she describes in the book.
7. What is the overall purpose and tone of the concluding segment of the memoir, “Thanksgiving”?

The Pesky Pink Flamingo

2011-02-07T12:51:00.000-08:00

I realize that today's in class essay (Jennifer Price's "The Plastic Pink Flamingo) was extremely challenging, but no one (especially not your dear teacher) ever said the AP exam wouldn't be. Remember, writing takes practice! Also, you should never give up just because you don't think you understand. When in doubt, analyze the style of the writing and the strategies you do notice--even if you're unsure of what the purpose is.

Tomorrow we will read examples of actual AP responses to Price's essay and then complete peer evaluations of what you wrote. Do not be alarmed...your grade will come from my analysis, not of your classmates.

Later in class we began our study of editorial cartoons. Don't forget to analyze an editorial cartoon for this week's Friday Reading!

The Glass Castle, Part III (and Yoda)

2011-02-04T08:10:00.000-08:00

Great discussion in class today, as usual. Well done everyone!

Our rhetorical strategy focus today was: anastrophe.

Anastrophe is only effective when the syntax changes the audience's focus and therefore, the meaning of the phrase!

I think most of you would agree that today's multiple choice question passage was easier than the work from Wednesday! Remember to think things through and TRUST your instincts. The majority of mistakes are made when you decide to choose an answer other than your original idea because you "thought" the latter answer "looked better!"

Monday's assignment:
Read through page 202 and answer the following questions:
1. Why does the author develop Dinitia Hewitt’s role in her life? Why do you think Dinitia was so cruel to Jeannette when the Walls family first moved to Welch?
2. Briefly reflect on Mary’s defense of Erma and Hitler.
3. List three examples from the book that note a reversal of roles in the parent/child relationship.
4. Erma’s actions lead the Walls children to make excuses for their father. Refute or defend the author’s forgiveness for her father due to his upbringing.
5. Have Jeannette’s parents become worse since moving to Welch or has the author developed a different perspective? Justify your answer.
6. How are Jeannette and her siblings changing in the way they react to their parents’ flights of fancy?
7. What does Miss Bivens give Jeannette that her own parents cannot (or will not)?
8. Identify and analyze the effect of an appeal to ethos, an appeal to pathos, and an appeal to logos.

Additonally, continue your annotations on:
1. The differences between the way Rex and Rose Mary (the author’s parents) view the world and the way the author views the world, based on the rhetoric she uses to convey the differences between these viewpoints.
2. The contrast in the way the author views her life as she grows older
3. The reversal of roles in the parent/child relationship
4. Appeals to pathos, ethos, and logos
5. The symbolism of events, places, people and things. Specifically, how do the parents and children in the memoir view these events, places, people and things differently?

The Glass Castle, Part II

2011-02-03T06:51:00.000-08:00

Today, we focused on the rhetorical strategy of allegory:
Allegory is a device used in literature, rhetoric and art to signify a meaning that is not literal.

Other characteristics:

1. A device, a character or a symbol is considered allegory when it is symbolic of a concept, like reason or fortune.
2. An allegory can also be used to symbolize a type of person
3. An allegory can also symbolize a commonly held view of a large group of people (religious, political, etc)
4. In the modern novel, an allegory comes down to interpretation in the developing novel and the modern novel. Literary critics often argue as to whether characters are meant to be allegorical, real or stereotypical. Often literary characters can be read in multiple ways.

Modern Examples: Spiderman and Batman, for example, are all allegorical representations of the “everyman.” The evils they fight are the temptations to greed, to violence and to behavior that will in other ways disrupt society. Superheroes stand as both the everyman and the guardian against evil. One of the most interesting workings of allegory in modern television was the series Buffy the Vampire Slayer. Each week Buffy would face a new demon or vampire that was also allegorical to whatever issues Buffy faced as a high school and later college student.

Aesop's Fables: Stories like The Fox and the Grapes, The Tortoise and the Hare, and The Ant and the Grasshopper that became a source of moral messages. Aesop used animals and their actions to allegorically represent human beings and our way of living.

The Bible: The "apple" that Adam receives from Eve is symbolic of the “knowledge of God and Evil” and is thus allegorical. The serpent is often read as an allegory signifying the tempter, or true evil. In the New Testament, Jesus Christ makes frequent use of the parable to make statements about “people” in general.

From Plato’s The Republic Allegory of the Cave: "And now, I said, let me show in a figure how far our nature is enlightened or unenlightened: Behold! human beings living in an underground cave, which has a mouth open towards the light and reaching all along the cave; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets. . . .

"And now look again, and see what will naturally follow if the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state he had seen the shadows; and then conceive someone saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision."

The Allegory of the Cave is a representation of how man accepts conventions and refuses to question them. Plato conveys this message by using a group of prisoners trapped in a cave.

Divine Comedy: This epic poem is one of the best examples of allegory in literature. It depicts Dante's journey through Hell, Heaven, and Purgatory to represent the journey of one's soul to God.

The Faerie Queen: One of the longest poems in English literature, it is an allegory in praise of the life and rule of Queen Elizabeth I.

Animal Farm: George Orwell's Animal Farm is probably one of the best known examples of allegory in literature in which a farm governed by animals stands to represent the communist regime of Stalin in Russia before the Second World War.

Lord of the Flies: William Golding represented his idea of human nature and a need to put self above the rest. Featuring a group of schoolboys stuck on an island, this novel had allegorical representations of the rational mind, democracy, order and civility, and many other such abstract terms.

The following Glass Castle questions (as well as your Friday reading!) are due tomorrow:
1. How does the author’s mom use the death of Mary Charlene to make excuses for her husband? How does the author’s portrayal of the event convey her perspective to the audience?
2. How does the author use tone, diction and syntax at the end of page 31 convey her attitude toward her parents?
3. Read through p. 34 and then, at this point in the memoir, explain the symbolism of fire.
4. How does the Joshua Tree symbolizes the author’s own life?
5. Contrast the way the author views her father with the way her “friend,” Billy Deel views his. Which child’s view is more accurate?
6. How effectively does the author portray the dangers of alcoholism to the audience? (Think back to the Scott Russell Sanders essay “Under the Influence” and draw comparisons if you like).
7. Identify and analyze the effect of an appeal to ethos, an appeal to pathos, and an appeal to logos.

Dahir In Class Essay Results

2011-02-01T11:45:00.000-08:00

Dahir’s NPR Commentary Analysis:
Class Results:
Class Average: 6
Grade breakdown:

8: 4 (High fives to Richie, Xander, Megan and Tali!)
7.5: 3
7: 1
6.5: 3
6: 4
5.5: 2
5: 5
4: 4

Common Problems
1. Misunderstanding Dahir’s purpose and/or point of view.
2. Eliminating aspects of the prompt.
3. Weak or overly wordy introductions.
4. Limited or completely absent identification of rhetorical strategies
5. Summarizing the commentary rather than analyzing the author’s method of presentation.
6. Lack of connection between the examples of rhetoric and how they help convey the author’s purpose to the audience.

High scorers…
1. Wrote introductions that covered all elements of the prompt.
For example:
“‘One nation under God’” are the words every U.S. student recites each morning during the Pledge of Allegiance, but what if a student does not believe in the same God referenced in the pledge? This question mirrors the issue Mubarak Dahir addresses in his commentary about his first grade year at Sharpe Elementary. Dahir effectively utilizes repetition, polysyndeton and hyperbole to argue against those who believe religion should prioritize education. Illustrating his contempt with a tone of child-like hopefulness, Dahir successfully illuminates the complications that arise from putting religion in the classroom, and shows his audience why religion and schools should not mix.” (Richie Eboka)

2. Demonstrated originality in their writing.
For example:
“Dahir’s message is still extremely relavant; teachers are sometimes preachers, and in public schools, that is isllegal…Dahir’s commentary was a spectacular reminder of the need to enforce the laws set in place to prevent occurrences like this. Everyone who reads this piece would feel inclined to side with the author, which demonstrates exactly how effective the commentary is. Dahir’s story exemplifies what public education in America should not be about.” (Tali Schroeder)

3. Showed the connection between the rhetoric and its intended effect on the audience.
For example:
“The commentary also features heavy use of repetition. Dahir focuses this strategy in places where he was exposed to Christianity: ‘a man in a black robe made us stand up and kneel and stand up and kneel and stand up and kneel.’ He employs the strategy again, discussing Sunday school: ‘And afterwards…there was lemonade and cookies and a nice woman…’ Dahir includes this repetition to great effect: the reader feels that he is almost overwhelmed by all the new stimuli, as if church happens in the fast click-click-click of a stop motion film.” (Megan Robertson)

4. Captured the overall point of view in their conclusion:
For example:
“The second to last paragraph may be the most noteworthy of the entire commentary. By using narrative, Dahir effectively recounts the events and shows that often times, when an established institution like a public school lacks diversity, it will begin to consider ethnocentrism acceptable instead of condemning it. The world is not a homogenous place, and we as a society must learn to accept that.” (Xander Miller)

The Glass Castle

2011-01-31T10:59:00.000-08:00

Today's planned in-class analysis was moved to Tuesday.

Today in class we discussed the strategy of distinctio. Used carefully, distinctio can be quite effective. Since words can be rather ambiguous at times, distinctio allows the author to clarify their point. This clarification can be the difference between a point being understood and a point being taken to mean something entirely different.

1. Distinctio is usually used with a linking phrase like “which is to say” or “by which I mean,” but it can also be used by putting a definition in parenthesis immediately after the term you’re defining.
2. Words that indicate how “good” something is, how “likely” something is to happen, or how “difficult” something is. Many words that often need clarification because of their abstract interpretations.
3. Distinctio should only be used when it’s needed to maintain the integrity of a sentence…if an essay is rife with distinctio it will be ineffective.
4.Distinctio can also be used to add humor to a speech or essay.

We began reading and discussing Jeannette Walls' The Glass Castle

As you read, take annotations on the following:
1. The differences between the way Rex and Rose Mary (the author’s parents) view the world and the way the author views the world, based on the rhetoric she uses to convey the differences between these viewpoints.
2. The contrast in the way the author views her life as she grows older
3. The reversal of roles in the parent/child relationship
4. Appeals to pathos, ethos, and logos
5. The symbolism of events, places, people and things. Specifically, how do the parents and children in the memoir view these events, places, people and things differently?

We discussed the purpose of the Dylan Thomas quote at the beginning of the memoir and how it provides insight into Walls' overall purpose. Remember how often I've mentioned that an author does not include a quote just for kicks--there's always a reason.

We discussed the surprising juxtapostion between mother and daughter in the first few pages. Some of the topics we discussed: How does this set up some of the themes for the entire memoir? How does Walls' attempt to demonstrate that she is a reliable memoirist? What suprises you about Rose Mary's homelessness?

The following questions (through p. 25) are due tomorrow:
1. What purpose do you think the quote from the Dylan Thomas poem at the beginning of the memoir serves?
2. What is the purpose of Part I: A Woman on the Street? What do the various anecdotes in this introduction establish?
3. Compare and contrast Jeannette’s home with her parents and her “home” at the hospital, citing rhetorical strategies the author uses to show this view.
4. What similarities did you notice about the way Jeannette viewed her father and the way Zippy viewed her father?
5. List three examples from the book that note an underlying darkness about the author’s upbringing.
6. What is the symbolism of the Glass Castle?
7. Identify and analyze the effect of an appeal to ethos, an appeal to pathos, and an appeal to logos.

Procatalepsis, Hypophora and Sallie Tisdale analysis

2011-01-28T09:37:00.000-08:00

Today in class we analyzed and discussed the purposes and differences of procatalepsis and hypophora.

In class, we read and analyzed Sallie Tisdale's "We Do Abortions Here: A Nurses' Story."
1. TAP the essay.
2. Answer question # 3.
3. Using evidence from the text, list an appeal to ethos, pathos and logos.
Choose a side on the abortion issue and create three hypophoras for your point of view.
4. Now, write three procatalepsis for the other side.
Use information from Tisdale’s essay to create your hypophora and procatalepsis.

Analyzing Lars Eighner's "On Dumpster Diving"

2011-01-27T12:43:00.000-08:00

In class:

We discussed the rhetorical strategy of anaphora. Do not confuse anaphora with repetition. While anaphora does contain repeated phrases, those phrases must build to a climax.

Read and analyze Lars Eighner's "On Dumpster Diving" (p. 22).
1. TAP the essay.
2. List an example of a specific appeal Eighner makes to ethos, pathos and logos in his essay. For each appeal, cite the example and explain the connection.
3. Eighner has a decidedly educated style of writing. What is the effect of his diction and syntax on the audience in terms of the subject he is discussing?
4. In paragraph eight, Eighner presents three principles one must follow to eat safely from a Dumpster; in paragraphs 59-60 he explains how to go through a Dumpster; and throughout the essay he includes many cautions and warning. Clearly, he does not expect his audience to take up Dumpster diving. What, then, is his purpose in including such detailed explanations?
5. This essay contains three one-sentence paragraphs. Why does Eighner isolate these sentences? How would their effect be different if they were combined with their adjacent paragraphs.
6. Eighner’s essay includes a number of lists that catalog items he came across (paragraph 5, paragraph 50). What is the purpose of these extensive lists?
7. Eighner concludes his essay with the line “I feel sorry for them.” Identify and analyze THREE rhetorical strategies Eighner uses to illustrate this point of view.

Remember, you have a Friday reading too!

Analyzing Scott Russell Sanders' "Under the Influence"

2011-01-26T12:34:00.000-08:00

In class:
Traded practice multiple choice questions and provided justified answers, including the rationale for elimintating choices.

In conjunction with our new book next week, we read Scott Russell Sanders' "Under the Influence" on page 140 of the Norton Reader.

Homework:
TAP Sanders' essay.
Answer questions #1, #2 on page 150.
Identify and analyze THREE allusions that help Sanders convey his purpose to the audience.

Essays, Zippy and Multiple Choice questions

2011-01-24T12:15:00.000-08:00

Today's in class essay was an analysis of Mubarak Dahir's NPR commentary. Essays will be returned to you next Monday, January 31st (barring serious injury or death of your teacher).

Grades will be based on:
1. How well you interpreted the purpose of the essay. This is where you should not let the title fool you--the purpose was not to explain the difficulties of being the only Muslim in a classroom led by a Christian teacher. The author used the anecdotal evidene to convey his real purpose--the importance of separation of church and state.

In class:
Broke into groups of two and created eight AP style multiple choice questions, complete with answers (on a separate page). These questions can focus on rhetoric, purpose and motifs from Zippy.

Critical Reading and the AP exam

2011-01-21T11:56:00.000-08:00

Today in class we began practicing for the mulitiple choice portion of the AP Language exam. As stated in class, the best way to arrive at the correct answer is to always eliminate the wrong answers first. Since the College Board is no longer penalizing students for incorrect answers, it is to your absolute advantage to take an educated guess on EVERY question.

On Monday, you will take an in-class essay. It will NOT be over Zippy. Instead, you will read a short passage and write a response based on the prompt provided. You will have 40 minutes total to read and write.

Remember your Zippy reading ("ESP" through "Reading List") and rhetorical analysis is due Monday as well.

After the essay Monday, you will break into pairs and create your own AP Language MC style questions over the rhetoric found in Zippy. More details will be provided in class Monday.

We will begin Jeannette Walls' The Glass Castle Monday, January 31. You MUST have the book by that date.

Enjoy the weekend...next week is the first five day week this semsester. Can you believe it took us until the fourth week of school to get here? I don't know about all of you, but I'm over the snow/ice days and ready for things to warm up!

Langston Hughes and Haven Kimmel: Parallels Between Authors

2011-01-20T11:44:00.000-08:00

Today in class we participated in a mini Socratic seminar. We began our disucssing by reading and analying Langston Hughes' heartbreaking narrative, "Saved." I say "heartbreaking" because Hughes' despair at the end of the essay could have been so easily avoided if the adults in his life and spoken to him like the child that he was. "Saved" is a wonderful companion piece to Kimmel's "Slumber Party" essay because both authors show their respective audiences the power of adult influence. Continue to pay careful attention to the way Kimmel develops her religious motif in the memoir.

Some of the major questions concerning the religios motif in Zippy that we discussed in the seminar were:
1. Is Zippy really an atheist? Cite evidence supporting or refuting your assesment.
2. Kimmel begins her "Slumber Party" essay with a paradoxical quote from Einstein. How does this quote lend iteself to the various paradoxes within the essay itself?
3. Is Zippy's father a negative or a positive influence on her religious beliefs?

Homework:
Friday reading due tomorrow.
In Zippy, read "ESP" through "Reading List" for Monday. Your chapter rhetorical strategy analysis is due Monday as well.

Improving Quickwrites

2011-01-19T08:33:00.000-08:00

Today in class we discussed our darling Zippy, the strategy of antithesis and strategies for improving quickwrites.

Remember, antithesis is very common in political rhetoric, but just as effective in other works. When you incorporate antithesis into your own writing, be careful not to overuse the strategy. Like any rhetorical device, antithesis will lose its impact if you don't use it correctly.

Please do not despair if your first Zippy quickwrite did not go like you planned. Many of you are not used to the analytical style of writing, so it will take more than one or two tries to get it right. In the meantime, review the suggestions from previous blog posts and class notes. Pay close attention to the notations I make on your assignments--they are there to help you know what you did well and what you can improve upon. A basis of this class is to help you learn to develop this style...and I am always here to help! The examples from class today are helpful because you can review the success some of your peers have had.

In class today: Read and analyze Sonia Shah's "Tight Jeans and Chana Chorris" from the Norton Reader. (p. 304). TAP the essay and answer questions 1 -3.

Homework: Read and analyze "Diner" and "Slumber Party." Be prepared for another Zippy quickwrite tomorrow! You DO get to use your books on the quickwrite, so don't forget to bring Zippy.

Welcome Back!

2011-01-18T08:07:00.000-08:00

It was great seeing you all again after the ten day weekend. Thankfully, because of all the work you diligently completed over the snow break, we are on track and do not have to worry about doubling up on assignments just to catch up.

Today in class we:
1. Discussed Zippy at length. I appreciated all of your contributions and personal insights into the author's use of rhetoric, character development, purpose, etc.
2. Reviewed strategies for identifying and analyzing rhetoric.
3. Homework: Read and analyze "Location."

Don't forget..."summer" reading Tuesday!

2011-01-16T05:14:00.000-08:00

I'm sure you wouldn't dream of forgetting, but we will finally have our first in-class essay Tuesday! Scroll through previous posts for some hints about the specificty of the topic. I really can't wait to see all of you!

Pinnacle (You know you love it!)

2011-01-13T05:45:00.000-08:00

I updated Pinnacle for everyone...whoo-hoo a whole three grades! Don't forget to email me your quickwrites by noon today; I'll grade them this afternoon and post grades by tomorrow morning.

Some of you may have noticed that you are no longer listed on the AP Language roster. This is because the class was over capacity and eliminations are based on prerequisites for the course.

The prerequisite for Honors and AP courses at Wheeler are:
1. An 85 or higher to remain in the Honors course This is where there can be confusion; because AP is considered a higher level course, if you earn below a 92 in an H class, but earned at least an 85, you technically do not have the prerequisite to take AP.
2. A 92 or higher to "move up" in a course In other words, if you earned a 92 or higher in Honors British Literature, you fulfill the prerequisite to "move up" to an AP course. Caveat: If you took on-level 10th Lit and earned a 92 or higher, this qualifies you to move to Honors American Literature, but not AP Language.

A handful of the class met the "92 or higher" requirement, so those students have a secured position. From there, students were selected based on how high of a grade they had in Honors British Literature.

If you still want to take AP Language and you are no longer on the roster, you and your parents need to fill out a waiver form and turn it into the guidance office. Please do not take the waiver personally. Unfortunately, scheduling is a numbers game, and the fairest and easiest way to balance class sizes is it use the prerequisite system. It doesn't mean I don't like you or that I think you can't do the work. You can access the waiver form on the Wheeler website.

If you would like to discuss your status personally, please send me an email and I will help you in any way I can.

More on Our Girl Zippy

2011-01-12T10:16:00.000-08:00

Thursday Assignment:
I. For Zippy, read the following and analyze two rhetorical strategies per chapter:
1. Blood of the Lamb
2. Unexpected Injuries
3. The Kindness of Strangers
II. Take annotations!
III. Friday reading!

Some notes about the theme of religion:

We didn't get to discuss this in class today, so I hope some of these examples will help guide you for when we reunite. Kimmel does a fantastic job of explaining her confusion about her religious beliefs in "Blood of the Lamb." Do you think Zippy's father is a positive or negative influence on her religious beliefs? He doesn't hide the fact that he hates church, but he doesn't support Zippy when she agrees with him.

p. 53: "I not only had to spend countless hours of my life worshipping a God I didn't believe in, I could even complain about it, whereas Dad just sat down in his chair and called it like he saw it."

p. 53 - 55: The anecdote about Kimmel's tricks ("I Can't Find My Other Shoe" and "I've Lost My Little Pink New Testament") to avoid church and her father's assertion that she still go.

p. 55: "When I think of getting up for church, it is always winter, but when I think of the actual walk...it is always a perfect summer day that will wither in my absence." Think about the contrast here between the symbolism of the seasons.

p. 60: The entire page provides an insight into the way Zippy views religion. What seem to be her chief complaints at this point? Is this a natural child reaction?

I love the way Kimmel uses diction and syntax to capture her childlike point of view. Consider these examples from "Unexpected Injuries":

p. 63: "...off we'd go, driving less than an hour to the campground, with me flying around in the back like a little wayward piece of popcorn."

p. 63: Kimmel's description of Petey immediately resonates with the audience--this is an evil child (she even acknowledges that the visual of Petey is a cliché). My favorite line in this paragraph is the one about Petey's bicycle being made of the Devil's own parts.

Other things to notice about this chapter:

1. Zippy's anecdote about the frogs (p. 62) offers a brief comment on her religious views.
2. Zippy's father, Bob, once again takes justice into his own hands when it comes to his daughter's pets.
3. Zippy's father's reaction to the Scroggs men killing the rabbits while Zippy watched. (How was this different than when Zippy watched Minnie kill her chickens?)

In "The Kindness of Strangers," what does Zippy learn about her father? How does this essay serve as a nice companion for "Favors For Friends," the essay that follows?

I love the way Kimmel describes Andy Hicks (p. 84): "There are people in this world so perfect that the fact of them feels like a personal gift, and Andy was one of those people." Did you pick up the juxtaposition between her view of Petey Scroggs and her view of Andy Hicks? We also gain some insight into the way Zippy's dad "gets" his daughter (p. 89) "I knew Dad would never mention Jiggers again, no her life or her death or her grave."

Friday Assignment:

I. For Zippy, read the following and analyze two rhetorical strategies per chapter:
1. Favors for Friends
2. Haunted Houses
3. Professionals
4. Chance
5. A Short List of Things My Father Lost Gambling/Won Gambling (You DO NOT need to analyze rhetorical strategies for these...just read).
6. The World of Ideas
II. Take annotations!
NOTE: "Haunted Houses" is a loooooong chapter, I know, but the theme of life and death (and religion) was obvious. What did you all think of Zippy's dad letting her watch the dogs and cats pulled out of Edythe's house? Why do you think Kimmel dedicated such a lengthy amount of essay space to Edythe? What do you think of the exchange between Zippy and her dad on p. 104-105 concerning Christianity?
III. Read Barbara Taylor Aldrich's "Why I Live in a Small Town." Aldrich describes different sort of small town life than Capote's portrayal of small town Holcolmb and Haven Kimmel's description of small town Moreland, Indiana, there are similarities between the citizens and the culture of these places. Think about that as you read.

Questions for the Aldrich essay:
1. TAP. Include two examples of evidence from the essay to support each part of TAP.
2. Aldrich arranges her essay into several sections. What is the purpose of this arrangement and how to these sections connect with one another?
3. Aldrich wrote this essay in 1933. Cite three words or phrases from the essay that hint at this era. For each word or phrase, explain its meaning in Aldrich’s time and contrast its meaning today.
4. Contrast Aldrich's ideas about small town life with city life.

Ice, Ice, Baby...

2011-01-12T09:58:00.000-08:00

By now, I've reached almost all of you and told you about the assignments. Please read this blog thoroughly to make sure you're on track for whenever we see each other again. I'm not sure when that will be exactly. The roads are extremely scary and icy (I just arrived home from the airport and while the interstates are clear, the local roads are a mess. I'd like to say they're a "hot mess," but the irony there is too easy, so I'm leaving well enough alone).

However, I couldn't resist the cliche title of today's blog post because it ties in with today's rhetorical strategy focus: allusion. As stated in the handout, many many allusions are Biblical in nature; probably because the Bible was one of the first printed texts that widespread groups of people had access to. As a result, all literature that followed alludes heavily to the Bible (and Shakespeare for that matter!) An easy example of allusion in Zippy comes from the chapter "Daniel," when Kimmel mentions her brother's name would "see him through his time with the lions..." This is an allusion to the story of Daniel in the Lion's Den. As I've said before, when we discuss Biblical works in class, we will be doing so from a literary standpoint.

As you know from my phone calls last night (funny: your parents seemed thrilled, most of you--eh, not so much!) you know you need to read through "There She Is". Remember, you can't use the same rhetorical strategy more than once per assignment. I'm breaking down the chapters into their assignments below. (NOTE...there will be another blog post coming shortly for Thursday, Friday and the weekend...just in case!)

Monday Assignments:
I. For Zippy, read the following and analyze two rhetorical strategies per chapter:
1. Prologue
2. Baby Book
3. Hair
4. The Lion
II. Take annotations!

Tuesday Assignments:
I. For Zippy, read the following and analyze two rhetorical strategies per chapter:
1. Qualities of Light, or Disasters Involving Animals
2. Julie Hit Me Three Times
II. Take annotations!

Today in class we would have discussed what characterizes Kimmel's style of writing. Something you probably all noticed was how easily the author conveys a childlike tone through use of observation, detail, anecdotes and diction. Did you happen to notice hyperbole in every other sentence? (wink, wink) Personally, I love Kimmel's use of imagery. ("Kai turned out to be the color of coins falling from a winter sky," p. 19 is certainly more compelling than "Kai was gray.")

Additionally, I'd like you to pay close attention to the relationship Kimmel portrays with her father and mother. It's pretty obvious which parent she favors over the other. Her father seems to be indulgent and free spirited while her mother seems to be the enforcer of rules. What child wouldn't favor the parent that gained her admission into the mafia and wreaked havoc on the dogs who would dare to eat her beloved Speckles?

In the next section of assigned reading, pay attention to the relationship Zippy has with her brother and sister as well as her contradicting views on religion.

Wednesday Assignment:
I. For Zippy, read the following and analyze two rhetorical strategies per chapter:
1. Daniel
2. There She Is
II. Read and answer the following prompt in 250 words or less (the snow day version of a 5 minute write)! You must email me your analysis (saritawheatley@gmail.com)by 12 p.m. Thursday. (That's noon, not midnight!)

In a brief analysis, explain how Kimmel uses rhetoric to show her favoritism between her parents. In your analysis, you should cite specific text that supports your assertion.
III. Take annotations!

Some reminders and tips about analyzing essays in class:

1. Focus on analysis rather than summary.
2. Remember to include the author’s name, the title of the work, and address the TAP in your response. In a quickwrite, try to get all of this in the opening sentence. In essays, make sure they're in the first paragraph.
3. When you identify a rhetorical strategy the author uses, give the example and then explain the effect that strategy has on the audience and how it helps convey the author’s purpose.
4. Strong opening sentences are key!

Ex prompt: Analyze how Kimmel uses the death of her chicken, Speckles, to illustrate her relationship with her family.

Ex opening answer: Haven Kimmel’s portrayal of her family’s reactions to the death of her beloved chicken, Speckles, effectively conveyed how she viewed her family members to the audience. Balancing a lighthearted tone and childlike diction, Kimmel accurately captured the emotions of a devastated six year old in this humorous anecdote from “Qualities of Light, or Disasters Involving Animals,” making it clear to the reader that her father understood "chicken love."

Follow the formulas below to help you develop your style. As you become more comfortable with analysis, you'll be able to move away from the formula.

So, how can you improve your opening sentences?
In ____________________ (title), __________________ (author) effectively/ineffectively uses ________________ (name specific rhetorical strategies) that demonstrate/develop/show/illustrate, etc. to the audience ________________________ (the purpose).

So, how can you improve your analysis of purpose and rhetorical strategies?
______________________ (author) reinforces her ______________________ (purpose or position) with the use of ______________________ (rhetorical strategy). ___________________ (author) writes “QUOTE THE AUTHOR’S WORDS CONTAINING THE IDENTIFIED STRATEGY HERE,” which demonstrates/shows the audience (whatever it shows).

As you progress with your analysis this semester, I would expect that you will develop your own style and will not need to rely on the formula.

Snow Day (x2)

2011-01-10T14:36:00.001-08:00

Hello AP Langers!

I'm sure none of you are disappointed to have two snow days off. I hope we're all reunited Wednesday.

In the meantime, this means you had two extra days to prep for the essay, so my expectations are higher than ever. Likewise, don't forget to complete the Zippy work I assigned in the event of a snow day today.

See you soon! (I hope!)

In Cold Blood Socratic Seminar

2011-01-07T09:16:00.000-08:00

Wow! I thoroughly enjoyed listening to your Friday reading discussions. Thanks so much for sharing! It tends to take classes a few seminars to start being so open, but this class was eager to share. I loved it!

Some hints about Monday's essay:
If you're checking this blog, I think you deserve a reward! As stated in class, your "summer" (eh, winter break) reading analysis will center on the ways Capote uses rhetoric in In Cold Blood. More specifically, expect your prompt to come from one of the three below:

Prompt #1:
Using evidence from the book to support your point of view, explain how Truman Capote uses rhetoric to create sympathy for Perry and/or Dick.

Prompt #2
Using evidence from the book to support your point of view, analyze the effectiveness of Truman Capote’s writing style in telling the story of the murders (think parallelism, etc.)

Prompt #3
Using evidence from the book to support your point of view, analyze the appropriateness of the title, In Cold Blood.

There will be ONE prompt given in class Monday. If we don't have class Monday due to inclement weather, the essay will be Tuesday.

We discussed one of the best rhetorical strategies in the history of the world, no the universe today: hyperbole.

The assigned work for Zippy today is due Tuesday, regardless of a "snow Monday" or not. You need to read and analyze rhetoric in the first three chapters and be prepared to discuss the motifs of the memoir Tuesday.

As you read, use either post-it notes or the margins and take thorough annotations on the following motifs of the memoir:

1. Reoccurring rhetorical strategies
2. Zippy’s relationship with family and friends
3. Zippy’s views of small town life
4. Zippy’s view of religion

All work should be typed, double-spaced, 10-12 point font.

The following assignment is due the day after reading that chapter. You will select TWO rhetorical strategies per chapter, including the chapters read and discussed in class. So, if we read two chapters in class and you read two for homework, you would turn in eight rhetorical strategies.
For each chapter, note rhetorical strategies Kimmel uses to develop her theme/purpose.

For each strategy include the following:
a. The name and definition of the strategy.
b. The example of the strategy from the book, include the page number.
c. A sentence or two evaluating the effectiveness of the strategy.

Example:
a. IMAGERY: Use of language to convey sensory experience, most often through the creation of pictorial images through figurative language.
b. page 24 -25. “I have never in my life seen kinder or more sparkly eyes than hers, and every time she gave me the silencing look I realized how much she knew that I would never know. The arc of that piglet through the air into the dog pen contained more comedy than I will ever see again in my life, but my heart still ached.”

c. Kimmel’s use of diction in this paragraph: “sparkly,” “silencing,” and “the arc of the piglet” are effective in that the reader is able to identify the emotion Zippy felt when the pig died. Specifically, the use of “silencing look” to describe Julie’s reaction lets the reader know that, in Julie’s opinion, there was no choice but to feed the piglet to the dogs and that Zippy should have no averse opinion in the matter.

Please note: You may only use a specific rhetorical strategy ONCE per homework assignment (not ONCE per chapter).

Varying Meanings of "Home"

2011-01-06T08:58:00.000-08:00

Great class discussion today!
If you missed class, we discussed the following topics and ideas raised by the stories:

“Coming Home Again”
1. What is the effect of the first sentence?
2. page 1, paragraph 2: “The world of our house.” What is the significance of this use of diction?
3. Why is food such an important association? Look at the imagery here. Why the focus on food?
4. Why title this story Coming Home AGAIN? What is the significance of “again”?
5. page 5, paragraph 4: “immaterial.” Why might the mother feel immaterial? How does Chang-Rae Lee feel about her now vs. childhood?
6. “Often enough, my mother was the object of my derision.” How did he feel in relation to his mother?

“On Going Home”
1. What is the difference between the author’s own home and her home growing up?
2. Why does Didion feel guilty about her daughter’s sense of “home”? How was it different from her childhood.
3. How does Didion refer to her family members? She doesn’t name them, she simply calls them husband, brother, mother, aunt, baby. What is the significance of this?

Perceptions of Home:
1. How is your home life different from the home life of your parents? Your grandparents? What mitigating factor represents the biggest difference between your grandparent’s generation and your generation?
2. What does she mean by “classic betrayal” in reference to marriage?

Religion and Family:
How important is religion in the family setting?

Homework:
Complete your first Friday reading. If you have questions, remember to email me at saritawheatley@gmail.com if it is after 4 p.m.
Bring your copy of Capote's In Cold Blood. We will discuss the various ways Capote elicts sympathy for the murderers as well as the ways he crafts the text to achieve his purpose.

In a Family Way

2011-01-05T06:56:00.000-08:00

Many of our readings this semester will focus on how our family and background shape how we think, how we view the world, and how we develop. Specifically, you will be asked to focus on how the parental role

Today's assignment:
Read Chang Rae Lee's "Coming Home Again" and Joan Didion's "On Going Home" in the Norton Reader, p. 1 - 11.

“Coming Home Again”
1. TAP the essay, citing specific evidence (specific diction or a sentence) that supports your assertion.
2. p. 9, q. 1, 2 (discuss three flashbacks, not all of them), 3 and 4.

“On Going Home”
1.TAP
2. p. 11, q. 1, 2

Tomorrow, we will discuss the essays as well as review the Pitts analysis you turned in today.

Second Semester AP Language and Composition...and so it begins!

2011-01-03T12:16:00.000-08:00

Hello wonderful AP Langers!
I am thrilled to have you in class this semester. I love reading and writing, and I love that my job as a teacher allows me to share this with you. This is my last semester at Wheeler High School and I'm determined to make it the best semester yet. I'm so excited about the opportunity to get to know you.

Here's are some links to the documents handed out the first day of school:
1. AP Language and Composition Syllabus Spring 2011.
2. What is sure to become your most used piece of material in this course: Ms. Wheatley's Handy Guide to Rhetorical Strategies.
Tone and Diction.
Read and analyze Leonard Pitts, Jr.'s "A Twisted Joke on a Teen Girl." You need to identify the tone, audience and purpose (and give supporting citations) as well as analyze how effective the piece was in conveying the purpose.

Remember to purchase the books for the course as soon as possible so you can save money and be prepared.
We'll start "A Girl Named Zippy" next week. There are enough classroom copies, so you don't need to purchase this book.

Final Thoughts on Zen

2010-12-10T08:38:00.000-08:00

Your "Zen" journals should be nearing completion. Remember to write entries that are thoughtful and demonstrate your personal reflection on Pirsig's book. In terms of the assessment of the assignment, I will be grading your entries based on how well you addressed the prompts given in class as well as demonstration of personal connection to the experiences of the narrator and other characters. Remember, your personal entries can be inspired by text from the book. In these cases, be sure to cite the passage from which you drew your inspiration.

As promised, next week we will watch and analyze "Schindler's List." Even though it's been a couple of months since you read and analyzed MAUS and Night, the film will have a very significant impact on your perception of the struggles Vladek Spiegelman and Elie and Chlomo Wiesel endured. In terms of the film itself, our analysis will be in the Socratic style and focus on (but will not be limited to) the following:

1. Spielberg's methods of presentation

2. Appeals to ethos, pathos and logos

3. Examples of rhetoric used by the Nazis, their supporters, and those who opposed them

4. Symbols and symbolism

Remember! Your synthesis essay project is due Thursday.

Your prompt must incorporate readings from the class this semester (excerpts from the books and/or various essays). Your grade is based on originality of the assignment as well as adherence to the proper synthesis essay format.

1. Specific and original introduction and an assignment on the first page. The directions should be verbatim from AP examples , but the introduction and assignment should be your own.

2. Seven sources (five of these sources MUST be from class readings this semester. The remaining two sources should be visually related: a chart, a photo, an editorial cartoon, etc.) When you are selecting excerpts from books and essay, you should be mindful about the selection. Your written sources should be limited to 350 words, so choose carefully.

3. Proper MLA citation of the sources in the source box at the top of each source page

More Zen...and a note about your personal synthesis essay

2010-12-06T07:23:00.000-08:00

Today in class...
We read Chapter Seven of Zen and the Art of Motorcycle Maintence. Today's journal entry should focus on the father/son relationship in Part I (not just chapter seven). You need to read Part II by Friday and write three additional journal entries. Your journals are personal, but should be inspired by the book.

Pascal's Wager, Phaedrus, Socrates and Zen and the Art of Motorcycle Maintence

2010-12-02T07:51:00.000-08:00

Today's class was so much fun! I really enjoyed listening to your perspectives on religion and philosophy. Remember, religion is a type of philosophy!

One of your journal assignments for this book is to write a response to Pascal's Wager about Christianity. What did you think of his approach to religious belief? Also, you were to read through Part I of Pensees and select five "thoughts" that spoke to you. Explain what you think Pascal meant and why his ideas spoke to you. If you find a thought you adamantly disagree with, you should feel free to write a response to that thought too.

We read and discussed summaries of conversations between Phaedrus and Socrates. I love that we found a lot to agree on with an ancient Greek philospher. (Though I do wonder...what metaphor would work today in place of the winged horses and chariots? Somehow, I don't think a Prius or Smartcar would quite cut it...ha ha!)

For Friday: Turn in your LAST Friday reading of the semester. Hooray!

For Monday: Read the through the first six chapters of Zen. Write a journal entry about the metaphors (and other rhetorical strategies) Pirsig uses to share his advice about life.

More EOCT...

2010-12-01T05:49:00.000-08:00

Thank you, everyone, for being in class to take the EOCT. Some reminders about tomorrow:

1. Bring your copy of Zen and The Art of Motorcycle Maintence.
2. Finish your assignment from Monday.
3. Remember that you are expected to turn in a Friday Reading this week.

End of Course Testing

2010-11-30T05:46:00.000-08:00

Today (and tomorrow too!) class time was dedicated to the End-of-Course-Test. At the end of class, all of you should be dedicated to working on Thursday's assignment.

Please remember to be to class on time tomorrow for the second part of the EOCT. Get a good night's rest and eat breakfast!

*While there is no homework tonight, there is a Friday Reading due this week, so if you find some extra time, get a jump start.

Humor and Faith

2010-11-29T06:35:00.000-08:00

We read Francis Bacon's "Of Youth and Age" on page 552 of the NR. Yes, this is one of those essays that, though brief, elicits groans of "this is hard to read!" I suggest then, that you think of the words of Samuel Johnson as you read Bacon's essay: "What is written without effort is in general read without pleasure." That being said, we read Bacon as a precursor to the general philosophies, maxims and morals we will associate with Zen and the Art of Motorcycle Maintenence. As we read Bacon's essay, I asked you to take notes on the differences between young and old. We discussed these differences and then read the preface to Prose Forms: Maxims and Morals on p. 737-8 of the NR. In class: Read Benji (OK, OK, Ben...) Franklin's excerpts from Poor Richard's Almanack. Select your five favorite maxims and explain what Franklin meant and how that meaning can translate to your life/our lives today.

Because of our testing schedule tomorrow and Wednesday, tonight's homework assignment is due Thursday when you come to class. Additionally, remember to bring Zen and the Art of Motorcycle Maintenence with you on Thursday! You will also need to bring a one-subject notebook for journaling. Remember, for this assignment, your journals cannot be typed. This writing is meant to be a free excercise that explores your stream of consciousness--and writing your thoughts on the computer often causes you to be too self aware of what you're writing. I don't want you to get caught up in the self editing process for this assignment.

Today's assignment:
Reinhold Niebuhr's "Humor and Faith," p. 1141 in the Norton Reader. Before you read the essay, answer this question: Do you associate religious faith with humor or laughter? Why or why not? (It is essential you answer this question before you read the essay, so your response will not be skewed after reading Niebuhr's essay. All you need to do is jot down your thoughts, so you can respond honestly to the assignment after you read).

1. TAP the essay and answer questions #1, #2.
2. For question #1, identify one appeal to ethos, one appeal to pathos, and one appeal to logos that Niebuhr makes in the essay. For each, give the example and explain how it fits into that category of appeal.
3. While answering question #2, incorporate the strategies of rhetoric Niebuhr uses to convey his views of man and God.

JOURNAL: In your journal, respond fully to the prompt in #3, p. 1150.

Thanksgiving Break

2010-11-19T07:11:00.000-08:00

Today, we finished the film and turned in Friday Readings.

My Thanksgiving gift to all of you is a week free from AP Language work (unless you have not yet met the EOCT practice requirements) to spend with your friends and family. I am personally very thankful to have such a wonderful group of young men and women in AP Language. You truly make my job special and I appreciate each and every one of you. You are hard workers, thoughtful students and people whom I believe will truly change the world for the better.

When we return from the break we will begin reading Zen and the Art of Motorcycle Maintenance. This is an older book, so you should have no problem locating it at the library. It's available in paperback for around $6 (new).

Enjoy the break!

Synthesis Essay

2010-11-17T06:55:00.000-08:00

Today in class:
Students wrote a synthesis essay from the 2008 AP Exam. You had 55 minutes total to complete the essay (15 for reading the six documents and planning your position/40 minutes to write the essay). Keep in mind that when you sit for the AP exam in May, you will only have TWO hours to finish the three essays. I've said it before and I'll say it again (and probably many more times before May): WEAR A WATCH on the day of the exam and plan accordingly!

After the essay, we began reading Virginia Woolf's "A Room of One's Own," p. 1074 in the Norton Reader. As you read, take annotations on the rhetoric Woolf uses to craft her purpose.

After reading, TAP the essay and, on p. 1084, answer questions #1, #2 and #3.

More Synthesis Practice and More analyzis of Parables

2010-11-16T07:00:00.001-08:00

Today in class we...
Continued to review for the end-of-course exam. Please remember the exam is administered over two days, Nov. 30 and Dec. 1. It is vital that you be in class to take the exams because making them up at a later date is not easy and I want you to be in class as we close out the semester.

Today we continued to study the synthesis essay. We practiced taking notes on the various documents and how to best formulate a position. Remember: Taking a position is not the same thing as "choosing a side." It means that you have a well articulated point of view on the subject. Take your time and make sure the documents you use to synthesize your position create an effective argument. The synthesis essay is one where you will use rhetorical strategies to develop your position.

In class today:
Read and analyze the Zen Parables (Norton Reader, beginning p. 1119) and explain:
1. The purpose/lesson/moral
2. One unanswered question
3. Two important symbols. For each, identify the symbol, its symbolism and explain how that symbol helped convey the author's purpose.
4. One additional rhetorical strategy effectively used by the author to convey the purpose. Identify the strategy and evaluate its effectiveness in relation to the purpose.

Prose Forms: Fables and Parables

2010-11-15T06:23:00.000-08:00

Today in class we continued our study of the synthesis essay by reviewing previously administered AP English Language and Composition exams.

In the Norton reader, we read page 1110 - 1111 for notes on the purposes behind Fables and Parables. Essentially, the audience is left to figure out the "lesson" or "moral" of the story for themselves. The introduction to this section also raises some additional interesting questions. For example: In a fable or parable, which is more important--the story or the message? Why is the moral hard to extract? Why are their unanswered questions? What/Who are the important symbols of the narrative?

According to the reading, "writers will verge continually on strict prose narrative, but through skill and tact they can preserve the essayists' essential commitment to the definition and development of ideas in relation to experience."

Together, we read Aesop's "The Frogs Desiring a King." We discussed the moral of the fable as well as unanswered questions we may have had and symbols Aesop used to make his point. Additionally, we discussed the symbolism of the various animals in the fable. Remember that we are studying these religious text from a literary standpoint only. Keep this in mind when you are analyzing the text.

Homework:
Read the following fables/parables..
1. Plato's "The Allegory of the Cave" (1112-1115)
2. Jesus Christ's "The Ten Virgins" (1116)
3. Jesus Christ's "The Ten Talents" (1116-1118)
4. Jesus Christ's "The Prodigal Son" (1118-1119)
...and list the following:
1. The purpose/lesson/moral
2. One unanswered question
3. Two important symbols. For each, identify the symbol, it's symbolism, and explain how that symbol helped convey the author's purpose.
4. One additional rhetorical strategy effectively used by the author to convey the purpose. Identify the strategy and evaluate its effectiveness in relation to the purpose.

The Synthesis Essay

2010-11-12T06:03:00.000-08:00

Today in class we discussed various approaches for success on the synthesis essay. This essay will be the first essay on the AP exam and will probably be the essay you spend the most time on since you will have several documents ro read through before preparing and writing your argument. However, spend no longer than 55 minutes total on this essay. Also, while it is the first essay, you can write your essays in whichever order you choose.

Today in class we also completed a practice American Literature EOCT.

Next week we will continue to work on synthesis essays and preparing for the
EOCT.

Enjoy your weekend and don't forget to complete your online assignments!

Democracy

2010-11-11T05:57:00.000-08:00

I asked all of you today if we lived in a democracy. Thankfully, most of you answered correctly--we do not. We live in a democratic republic; that is, we elect our representitives, senators, governors, presidents democratically and then those leaders, in turn, make decisions that are allegedly in our best interests. What would you think of the ability to vote for each issue, bill, or proposition, rather than leaving it up to our elected leaders? Some of those ideas are explained in the two viewpoints of Democracy we read today.
Read: Carl Becker's "Democracy" and E.B. White's essay of the same name on p. 882 - 884 of the Norton Reader. TAP both essays. On p. 883, answer questions 1 - 2. On p. 884, answer questions 1 - 3.

Also, if you still have not registered on usatestprep.com you need to do so immediately. You have until tomorrow to complete the two practice games: Alpine Climber and Naughty Chicken. Tomorrow, you will need to log on and take a practice exam. If you score a 90 percent or higher you do not need to take the exam again.

Zeitoun Socratic Seminar

2010-11-10T05:55:00.000-08:00

If you missed class today, you missed our Zeitoun Socratic Seminar. As a reward for your excellent discussions and thoughtful observations, there was no homework tonight. However, you do, of course, have a Friday reading due this week, so you might want to get a jump start on that assignment this evening.

The Rhetoric of the Declaration of Independence

2010-11-09T05:46:00.000-08:00

Today in class, we read Thomas Jefferson's original draft of The Delcaration of Independence as well as the final copy used by out government today. Think how interesting it would have been if the founders of the country has gone with Jefferson's first draft. Do you think slavery would have still existed? Why do you think so many of the founders (especially those from the South) wanted Jefferson to change some of his wording? This just goes to show you how powerful words truly can be. After reading, answer questions #1, #2, and #3.

Homework:
1. Read Elizabeth Cady Stanton's "Declaration of Sentiments and Resolutions" on page 878 of the Norton Reader. TAP it and answer questions 1 - 3 on page 880.
2. Be prepared for tomorrow's Socratic Seminar discussion of Zeitoun. Yes, we will have food!

Civil Disobedience by Henry David Thoreau

2010-11-08T13:39:00.000-08:00

My apologies for being absent, but I have a sick child to tend to. Because I am not at school, I do not have access to the abridged version of Thoreau's essay.
If you were in school today, then you have a copy of the assignment and are aware of the work:

1. What is the TAP? (Were you expecting something else?)
2. Does Thoreau present a convincing argument for acting on one’s principles? Why or why not?
3. Does Thoreau fulfill the role of a conscientious objector? (One who advocates civil disobedience—the deliberate and public refusal to obey laws that violate one’s personal principles).
4. What does Thoreau stand for philosophically? What about practically?
5. In the essay, Thoreau describes government as a “wooden gun.” Evaluate the effectiveness of this metaphor.
6. List THREE rhetorical strategies Thoreau uses to achieve his purpose. Name the strategy, list the example, and explain why it is effective.

Thoreau's language is challenging, but do your best not to become overwhelmed. He is rather verbose, but his points are quite clear.

Machiavelli lays it down for the Monarchy

2010-11-05T05:52:00.000-07:00

I am sorry for my absence today.
Today, we read and analyzed Niccolo Machiavelli's "The Morals of the Prince." As you read, think about the advice Machiavelli gives to princes and if that advice is applicable to all leaders. On page 870, answer questions # 1 - # 4. Also, don't forget to analyze the tone, audience and purpose of the essay.

Remember to continue reading Zeitoun and working on your analysis questions.

Zeitoun, Final Questions

2010-11-04T12:45:00.000-07:00

ZEITOUN
Part IV and Part V Questions
Due: Wednesday, November 10

Topics for Discussion (For this week’s Friday reading (due Friday, Nov. 12), you need to find an opinion article or editorial AND an editorial cartoon that conveys the same perspective. You only need to analyze the article, but you should also include an explanation of how the cartoon relates to the editorial).
• Please note that page numbers listed are from the hardcover edition.
1. Make a list of TEN rhetorical strategies Eggers uses in Parts IV and V. For each strategy, identify it by name, provide the definition, and analyze its effectiveness in conveying Eggers’ purpose. Your analysis should include what your perceive the purpose to be. Since you are analyzing throughout the last parts of the book, the purpose will not be the same for each strategy.
2. Part IV (203–90) tells the story of Zeitoun’s imprisonment. Here we learn in great detail how Zeitoun is denied the right to call Kathy, how his injured foot is not attended to, how the other men are beaten, stripped, and starved, how he prays constantly, yet loses hope. What is the impact, as you read, of this narrative?
3. “Zeitoun is a more powerful indictment of America’s dystopia in the Bush era than any number of well-written polemics” (Timothy Egan, New York Times, August 13, 2009). Would you agree with this statement? How does Zeitoun serve as a contribution to the history of hurricane Katrina and the failure of government to handle the disaster effectively?
4. Analyze Eggers’ presentation of Kathy’s situation, and her actions once she learns where Zeitoun is. The aftermath is more difficult, and she still suffers from physical and psychological problems that seem to be the result of post-traumatic stress. What was the most traumatic part of her experience, and why (319)?
5. Given that the other men who were imprisoned with Zeitoun were held much longer than he was, and that Nasser lost his life savings, is it surprising that these men were not compensated in any way for their time in prison (320–21)?
6. What is Zeitoun’s feeling now about what happened? How does he move forward into the future, as expressed in the book’s closing pages (322-25)?

George W. Bush and the Rhetoric of 9/11

2010-11-03T13:34:00.000-07:00

Today in class we read George W. Bush's address to the nation the night of September 11, 2001. You need to analyze the speech for tone, audience, purpose and effective examples of rhetoric. Please be prepared to discuss the effectiveness of the strategies in class tomorrow. Also, think about the similarities and differences in TAP and rhetoric in comparison to Bush's speech and Leonard Pitts, Jr.'s "We'll Go Forward From This Moment."

We also began the documentary film, 9/11.

Remember to work on Friday reading!

Ronald Reagan and the Challenger Explosion

2010-11-01T13:25:00.000-07:00

Those of you that were absent today will need to make up the analysis essay of Nixon's "Checkers" speech ASAP.

Today in class we read and analyzed Ronald Reagan's address to the nation following the Challenger tragedy. Your homework is to analyze the tone, audience and purpose as well as the most effective rhetorical strategy per paragraph (ten total). This work is due Wednesday, since tomorrow is a student holiday. (If you're 18...don't forget to vote!) The school internet system is still full of kinks, so the link for the Reagan address is to a website rather than the Google doc. Send me an email if you're still having problems.

Since this is a rather detailed assignment, you just might have a Quickwrite assignment Wednesday.

Living Room Candidate Presentations

2010-10-29T12:48:00.000-07:00

Today in class we read and analyzed Richard Nixon's (then a senator) "Checkers" speech, which is infamous for saving his senatorial seat and eventually paving his way to the White House (we all know how that turned out!) The speech is an excellent example of the use of Intensify/Downplay.

As you read the speech, note ten examples of intensify/downplay, citing the specific use as listed below. Also, be sure to note the tone, audience and purpose.

INTENSIFY/DOWNPLAY

This is a dual method of rhetoric that is very common in all methods of persuasion, but especially in advertising and politics. In Intensification, the persuader seeks to increase the significance of certain elements that they want the other person to take more seriously or see as particularly important. Intensifying may be done by repetition, association and composition. Downplaying is the opposite of intensification and can be done using the same (but reversed) techniques. In addition, the author or speaker may also utilize diversion, omission and confusion.

Intensifying Techniques:
1. Repetition: Repetition of a word or visual pattern not only causes it to become remembered (which is persuasive in itself), it also leads people to accept what is being repeated as being true. Thus an advertiser of soap powder may focus on how wonderfully white clothes become by repeating the word 'whiteness'.
2. Association: Association links the item with an idea or something which already has emotional connotation, for example something desired or feared. The soap powder advertiser may thus use attractive people in wonderfully clean (but not too up-market) houses. It also is using the unspoken idea that cleanliness is desirable (and, by extension, extreme cleanliness is extremely desirable).
3. Composition: Intensification may also be enhanced through the overall composition of what is being presented, for example contrasting the message with an opposite. Thus the soap powder advertiser may start with a person wearing muddy clothes.

Downplaying Techniques:
1. Diversion: When we divert or distract a person from something we do not want them to attend to, then we may succeed in reducing their attention to it. The soap powder advert may divert from concerns about damaging the environment by highlighting the small quantity of powder needed for each wash.
2. Omission: Another way of downplaying is simply to say nothing about the things that will counteract our arguments. Thus the soap powder manufacturer will not talk about the damaging effects of constant washing of clothes.
3. Confusion: Confusion may be used when the other person knows about an opposing argument. it may also be used to obfuscate weaknesses in one's own position. A typical way of doing this is by showering the other person with data, or perhaps asking them complex questions about their own position. Soap powder manufacturers may, for example, give a scientific argument about how their product works.

p.s. I just have to tell you again how much I enjoyed your presentations on the rhetoric of campaign commercials. I find myself pointing out various rhetorical strategies and logical fallacies as I watch the smear campaigns during this midterm election season. What about all of you?

We will continue our study of political rhetoric next week; though our focus will shift from current examples to more historical examples.

Enjoy the weekend and enjoy reading Zeitoun!

Zeitoun, Parts II and III

2010-10-27T06:49:00.000-07:00

Part II and Part III Questions (p. 95 – 212, in the hardcover edition)
Due: Wednesday, November 3rd
Please note: This is a ten point assignment.

Your next Friday reading (Nov. 5th) will be an analysis of an editorial cartoon. This week’s cartoon does NOT need to be about a current event. In fact, I’d prefer one that deals with past historical events: Some suggested topics: September 11th , The Challenger Explosion (1986), Pearl Harbor, Hurricane Katrina, the Civil Rights Movement, FDR’s “New Deal”, the Women’s Right movement, etc. Please bring in TWO printed copies of the cartoon to pass around because we will discuss them as a class.

1. Make a list of TEN images Eggers presents about the flood. Select the image of the flood that was most vivid to you and analyze the appeals of that image. This site is a good online source for photos of the devestation and aftermath of Hurricane Katrina. (Just be sure to analyze Eggers' presentation, not the images you see here).

2. Analyze Zeitoun’s strong, almost poetic, feelings about his canoe, and his travels in it.

3. Despite living in the United States for many years, Zeitoun is heavily influenced by his past.
a. Which of Zeitoun’s brothers do you think influenced him more: Mohammad or Ahmad? Justify your answer by including citations from the text.
b. What do the stories of Zeitoun’s past add to the book?

4. Cathy’s family doesn’t hide the fact they see her and her children as a burden.
a. Would you have gone to Phoenix, as Cathy did? Was it a wise decision? Do you have a friend like Cathy’s friend Yuko:” I’m your sister. You’re my sister. You’re all I have.”

5. Imagine yourself to be Zeitoun and write a letter to Kathy utilizing intensify/downplay in which you explain your reasons for staying OR imagine yourself to be Kathy and write a letter to Zeitoun, in which you explain your reasons for wanting him to leave. Your letter should contain at least four examples of intentify/downplay. Each example should be underlined. At the end of the letter, identify the specifics of the technique (repetition, association, composition, diversion, omission, confusion) and explain how these techniques help achieve the purpose of the letter.

6. Kathy’s relatives in Syria urged her to leave the United States: “Syria is so much safer,” they said. You need to move back here.” Most of their concerns were based on the portrayal of New Orleans by the media.
a. Did the media overstate the chaos of New Orleans?
b. How did the portrayal of the disaster create stereotypes for those not in proximity to the disaster? Did you notice similarities between the myths presented in the media about Katrina and the myths presented in the media about Columbine?

7. Was it correct for Mayor Nagin to assert to the world that New Orleans had become an “animalistic state.” In your answer, be sure to discuss the connotation of diction used by political leaders (including President Bush, who compared the hurricane to 9/11).

Zeitoun

2010-10-25T05:57:00.000-07:00

Topics for Discussion (please focus your Friday readings on current topics dealing with the issues listed below):

1. First Amendment rights (religion, speech, press, assembly, petition)
2. Rights of Prisoners
3. Federal response to emergency situations (like Hurricane Katrina, 9/11 and other catastrophes, both “Acts of God” and man-made)
4. Human Rights issues (healthcare, poverty, education)

The following questions provide a guideline for discussion on the book.

Part I:
1. Analyze the meaning of the Cormac McCarthy and Mark Twain quotes on page 10. Specifically, why do you think the author includes these quotes as a preface to the book?

2. Why is it important for Eggers to make the distinction that “this book does not attempt to be an all-encompassing book about New Orleans or Hurricane Katrina. It is only an account of one family’s experiences before and after the storm”?

3. By choosing to portray the response to the hurricane through its effects on one family, what sort of history does Eggers aim to achieve?

4. Identify, quote and analyze FIVE rhetorical strategies.

5. The book opens with “Friday, August 26,” an expository chapter that introduces us to Zeitoun’s family life and his business life, the two very interconnected. What are some of the ways in which the descriptions here draw you in as a reader, and make these people and their situation real? Why is the timeline a good structural choice for this story?

6. Explain the effectiveness of Eggers’ characterization of Hurricane Katrina.

7. Explain the purpose behind Eggers inclusion of the flashbacks of Abdulrahman Zeitoun’s childhood. How do these flashbacks compare with the flashbacks Art Spiegelman used in MAUS?

8. Analyze Eggers’ portrayal of the Zeitouns religious beliefs. How does this portrayal dispel many of the common stereotypes Americans have about Muslims?

9. On page 57, Kathy Zeitoun’s mother tells her “now you can take that thing off.” On page 68, Kathy recounts her problems at the DMV. What insight is provided into Kathy’s dynamic with her non-Muslim family?

10. In his attempt to portray the Muslim religion in a positive light, does Eggers pay a disservice to Christianity in terms of Kathy Zeitoun’s experience? Kathy was raised as a Southern Baptist. Do you think Kathy would have remained a Christian had the evangelical preacher not called her up in front of the congregation and mocked her doubts about her faith? What insight in regards to Kathy’s character, is gained from her reaction to the preacher? Analyze the effectiveness of the juxtaposition of the flashback in the concluding pages of Part I.

The Rhetoric of Campaign Commercials

2010-10-22T07:01:00.000-07:00

Today in class we began analyzing the rhetoric of campaign commercials. Isn't it interesting how much they've changed over the years? Next week, each of you will present an analysis of a presidental televison ad campaign from the past sixty years. Be prepared to present beginning Monday, but be aware that you may not present until Friday.

1. Go to http://www.livingroomcandidate.org/ and research the various campaign commercials from your selected year.
2. Select one commercial from each candidate that you feel best illustrates the use of rhetoric.
3. You will present your clips to the class and then orally analyze the tone, audience and purpose. Obviously, the audience is American voters, so I’m looking for something very specific.
4. Identify and analyze the effectiveness of the rhetorical strategies. Specifically, I’ll be looking at how well you analyze the imagery, diction, logical fallacies and appeals to ethos, pathos and/or logos.
5. Feel free to create a handout or PowerPoint presentation to enhance your presentation to give to your classmates.

Additionally, we read "Politics and the English Language" by George Orwell. p. 540 of the Norton Reader. TAP it. p. 550 #1, 2, 3.

First Amendment, Part Deux

2010-10-21T06:36:00.000-07:00

We continued our discussion of the role the First Amendment plays in the high school environment today. I thought you all handled yourselves very well and were able to discuss things objectively. Remember, if you articulate your opinions clearly and without insult, people are much more likely to listen.

In class: Read and analyzed the Hazelwood supreme court ruling.
Homework: Friday reading. Also, select a topic focusing on one of the freedoms guaranteed by the First Amendment and, using two to three example of distincto, effectively create an argument for your point of view.

First Amendment Socratic Seminar

2010-10-20T12:25:00.000-07:00

I loved hearing your opinions during today's Socratic Seminar. Tomorrow we'll focus on the role religion plays in the classroom, be it in a science class or an AP Langauge class. ;)

Our rhetorical strategy focus today was distincto. Your homework tonight is to read the letter from the ACLU to President Bush and modify five sentences in the letter to include distincto. For example: (modifying the first sentence of the letter using distincto): The National Prison Project...documenting the abuses experienced by Louisina prisoners in the aftermath of Hurricane Katrina; and by abuses, I mean suffering in a way that no American, regardless of their criminal background, should ever have to suffer."

Other handouts to items we discussed today:
The 2 Live Crew
Challenged Books
Hazelwood Summary
Hazelwood Supreme Court Ruling

Hey, there's no homework tonight...Thanks Cobb County!

2010-10-19T06:43:00.000-07:00

Due to the perceived need for more testing of juniors (by way of the checkpoint test administered in AP Lanuage today--just one of a thousand tests you'll encounter during the 2010-2011 school year), I'm rewarding you with a homework free evening. Bear in mind, however, there is a Friday Reading* due Friday, so think ahead!

For fun: Feel free to analyze the tone of this post. Did you notice any effective examples of rhetoric?

This week's Friday reading is a "traditional" FR, so select an opinion or editorial. I'd love to see you select an article dealing with First Amendment issues, since this will be our focus this week. See what you can find about the Westboro Baptist Church and soldiers funerals or the recent congressional French ban on Muslim women wearing the burka.

Columbine Socratic Seminar

2010-10-18T06:40:00.000-07:00

Today in class we analyzed Cullen's method of presentation as well as the difficult questions the author raised.

To prepare for tomorrow's in-class-essay, focus on what you interpret the Second Amendment to mean, the role of our government in upholding the Constitution and the role guns play in our culture.

Columbine Online Discussion: Part V

2010-10-13T12:15:00.000-07:00

1. In 'Ready To Be Done' Cullen begins wrapping up the aftereffects of the killings. What events (e.g., the sealing of the parents depositions, Michael Moore's conclusions, Mr. D's divorce) were predictable and which came as a surprise to you?

2. How did reading Columbine affect you? Has it changed the way you treat others or the way you would react if a fellow student made the sort of threats that Eric and Dylan made?

3. In the 10 years since Columbine there have been more than 80 school shootings. What lessons have been learned? Do you think this type of violence will ever be stopped?

4. Analyze Cullen's writing style in 'Quiet.' Was this a good place in the book to place the chronology of events from the killer's perspective?

5. In 'At The Broken Places' Patrick Ireland says "The shootings were an event that occurred. But it did not define me as a person. It did not set the tone for the rest of my life." How do the vignettes about the school, the memorial and the survivors confirm or dispute this statement?

6. What appeal to pathos stuck with you the most in this book? Explain your answer.

7. Which person in the book had the most impact on you personally? Explain your answer.

8. Columbine is a book that many people have said was "a good book, but a hard one to read." Would you agree or disagree? Explain.

9. How has this book effected the way you feel about gun control in the United States.

Online Discussion: Part IV: Take Back the School

2010-10-10T14:20:00.000-07:00

1. How do you feel Eric matches up with the psychopathy checklist as described for juveniles on page 243? Which of Eric's behaviors exemplify the list Dr. Fuselier checks off on page 239? Given what you've read in the chapter 'psychopath' do you think Eric's parents played a role in his behavior - or was he 'born bad'?

2. The ultimate question that 'Psychopath' leads to is: Do you think Eric Harris was a psychopath? Why or why not? Do you think the label is useful or simply stigmatizing?

3. The students of Columbine were repulsed by the use of their school name as a proper noun to describe school shootings or school violence. Does Cullen's book help or harm their cause?

4. Analyze the rhetoric in the sympathy letters from the Harrises and Klebolds?

5. Eric and Dylan settled on a time and a place a year before the attack. Did this seem like rather long term planning for these two, given what we've seen of their failed plans? Are you surprised that they were able to carry this off without slipping up and letting someone else know about it in advance? Both boys wrote about NBK (as they called it) in their yearbooks. Dylan even goes so far at to mention revenge in the commons. Why do you think no one picked up on this? Do you think they were toying with people by providing as much information as they did ahead of time?

6. Again, you may have noticed many news stories lately covering cyber bullying and other types of bullying. How far should a school go to protect bullying victims? If someone is being tormented on Facebook, YouTube, etc. by classmates, is it the school's responsibility to step in?

7. Analyze the rhetoric of Wayne Harris' bullet point lecture for Eric. Does it surprise you that Eric was under this much scrutiny and yet was able to do what he did?

8. 'Who Owns The The Tragedy' is a chapter in which Eric and Dylan don't appear. Do you think that focusing on someone other than them provides a relief to the reader? Do you think Dave intentionally gave the reader breathing space here?

9. In 'Who Owns,' Cullen writes further about the recovery of Patrick Ireland. What do you feel we can learn about human resiliance from his story? Do you feel that the forgiveness that he espoused is necessary for complete healing? Why do you think it was more difficult for Patrick's mother to forgive the killers than Patrick?

10. In 'Who Owns,' Cullen details the struggle between the school and the media upon its reopening. Does the media seem unnecessarily insensitive to you or are they just trying to do their job? Where do your sympathies lie here - with the parents, the media, or is it mixed?

Additional suggestions for Transactional Journals

2010-10-07T08:10:00.000-07:00

Yesterday, we read Molly Ivins' editorial on guns, "Get a Dog, Get a Knife, but Get Rid of Guns." Today we read Lillian Rubin's "Guns and Grief." Remember that you can use these pieces for one of your research journals. Likewise, let what you read inspire you to create more journal entries.

Some additional ideas we've discussed in class are:
1. According to Cullen, many of the Evangelical Christian parents in Columbine were comforted by their faith in the face of their children's deaths. Write about a time when your religious convictions have given you solace.
2. Assume you are one of the counselors who evaulated Dylan and Eric, and write a report on one of the boys, explaining possible motives for the massacre. Consider all the causes--immediate and remote, main and contributory--that might have led to his decision to commit this terrible crime.
3. The Virginia Tech shooter had been a student in several creative writing courses where he wrote extremely violent and disturbing short stories. Assume you are one of his writing professors, and write an article for the school newspaper in which you briefly summarize the causes of the tragedy, but focus on the specific effects of the crime on various segments of the university community.
4. Explain how reading this book has changed your perspective on students who are different from you. Do you feel like you've been bullied? Do you feel like you have been a bully? Do you regret the way you've treated someone? Would you feel responsible if a victim of your bullying reacted violently to others and said it was because he/she was bullied?

Online Discussion: Part III: The Downward Spiral

2010-10-07T07:58:00.000-07:00

1. How do you feel about the tone of the chapter 'Jesus Jesus Jesus'? Is it suitably respectful to the religious beliefs of the people in Columbine in their reaction to the attacks? Is it analytical enough of the beliefs?

2. What do you think of the beliefs portrayed in 'Jesus Jesus Jesus'? What do you make of the phenomenon surrounding Cassie Bernall? Do you think that people in the community created their own saint to make something good out of a horrible incident?

3. At the beginning of 'Good-bye' we learn more about Dylan's belief system and Eric's expressions of hate on his website. Given the disparity between their beliefs do they seem to be an unlikely team to you? What do you think was the 'glue' that held their relationship together, given the differences? As Eric expressed hate for so many people and Fuselier saw that as contempt do you think that Eric felt contempt for Dylan?

4. Eric's website (complete with bomb instructions) was reported to the police on August 7, 1997. Does this seem like a place where Eric's eventual plans could have been stopped? Why do you think that this violent information seems to have been ignored and wasn't followed up on? Do you feel like the police should have been held responsible for not following through more thoroughly?

5. 'Good-bye' has the first musing of Fuselier regarding Dylan and Eric's sanity. Given what you read here do you feel that they were sane? Do you think Cullen has presented enough information about psychopathy at this point in the book to allow the audience to make a decision regarding whether or not Eric is a psychopath?

6. What did you make of the story of the 15 crosses? Were you surprised by the reaction of the community (including the expressions of forgiveness)? What did you think of Brian Rohrbough's reaction? The carpenter who put up the crosses turned out to be a con man. Do you think that the type of exploitation he represents is typical in this type of tragedy - or is that just a cynical viewpoint? Does it even matter what the carpenter's intentions were if people found comfort from the crosses?

7. Eric and Dylan became enthralled with films like 'Natural Born Killers' and 'Lost Highway' and musicians like Nine Inch Nails. Do you think society commits an injustice to filmmakers and musicians when we tie them to the actions of deranged killers? Do you think there is any justification in being concerned with the effect of violent films and music on teens - and/or is this something that requires the attention of a parent on a case by case basis?

8. Many people, including Michael Moore in 'Bowling for Columbine,' thought the NRA should have rescheduled their conference in Denver. What do you think?

9. Even while he was entering diversion Eric had a website up which threatened to kill people. Dylan brought it to the attention of Brooks Brown. What was Dylan's motivation in revealing the website to Brooks?

10. Do you think that things have changed since Columbine regarding online threats - or do you think that this sort of thing could be posted on a website now without consequences? (Think about the recent cyber-bullying suicides like Tyler Clementi and Phoebe Prince reported in the media).

11. What do you think of Eric's comments with regard to God and people in 'The Book of God.' Do you think that he really saw himself as being superior to other humans? Do you think that this led him to be able to justify his acts - or is that over thinking this whole thing because we look for things that would give justification because we would need it - but someone like Eric didn't?

Online Discussion: Part II: After and Before

2010-10-02T05:21:00.000-07:00

Rememer to answer five questions and comment on five of your classmates' responses. Remember to follow the format for posting your answers and your comments.

1. In 'Vacant' we read of how the families learned of the deaths. Which of these stories affected you personally and why?

2. National polls taken after the attack listed a variety of causes contributing to the attack including violent movies, video games, Goth culture, lax gun laws, bullies, Satan and the parents. 85% of the public in a Gallup poll blamed the parents. What is your opinion of the list and the blaming of the parents?

3. At the beginning of 'Rush to Closure' we read that the Denver Post printed the headline 'Healing Begins' 36 hours after the attack. What effect do you think that this had? Do you think it hindered the healing of people who were still processing the attack?

4. Why do you think the heroic version of Danny Rorhbough's story was widely reported? Do you think that people find it easier to accept tragedies of this sort if there is something meaningful in a victim's last actions?

5. What is your opinion of the differences in the reactions to the attacks by Rev. Oudemulen, Rev. Kirsten, Rev. Marxhausen and Barb Lotz?

6. What did you learn about Dylan Klebold in the chapter 'Gifted Boy'? Do you believe his intellect made him feel different from others (and perhaps an outcast)? Do you think his anger management issues had implications for his eventual depression and violence?

7. What did you take away from the chapter 'Hour of Need'? Do you think Rev. Marxhausen acted as a good pastor to the Klebolds? What did you think of Dylan's memorial and the parish's reaction to it?

8. In 'Threesome' Cullen writes 'Dylan and Zack needed Eric. Someone to do the talking.' How does Cullen's description of their friendship resemble the relationship between Dick and Perry from In Cold Blood?

9. In 'Black' Cullen flashes back to Eric and Dylan's sophomore year. How does Cullen utilize this time shift?

10. In 'Media Crime' Cullen takes on the myths of the Trench Coat Mafia, Goth outcasts hunting down jocks and other myths. Do you feel this chapter helped clarify the motivations of the killers for you? Why do you think that the public continues to believe these myths?

Online Discussion: Part I: Female Down

2010-09-28T06:17:00.000-07:00

Read through the questions listed below and respond to five questions as you read Part I: Female Down. Each answer should be posted separately. Remember to copy and paste the question you are answering in your response. In addition to answering five questions, you should also respond to five answers from your classmates, offering your own insight on their point of view. Think of this as a written Socratic Seminar. When you respond to a comment, remember to address your classmate by name and copy and paste their comment before your response.

Deadline: Friday, Oct. 1, 11:59 p.m.

Part I: Female Down
Class Discussion Questions

1. Columbine begins with an assembly at the High School on the Friday before the attack. Considering there are several perspectives that he could have taken (beginning with the attacks or starting with events that triggered the attacks) how does this opening work for you - does it draw you into the atmosphere of the school well?

2. The dedication is to the thirteen people killed and to Patrick Ireland. Did you notice this? Did you find yourself checking (as I did) to see if you were reading about someone who died in the attacks as you went through the book? How did this affect your reading?

3. There are two epigraphs in the book - one from Hemingway and one from Dostoyevsky. What do you think Cullen is trying to say by including these?

4. Did the Author's Note on the sources give you information that was useful in your reading of the book? For example - did it help to know that no dialogue was made up in the book? Do you feel that notes of this sort give you more confidence in reading a non-fiction work?

5. What strikes you about Frank DeAngelis' (Mr. D) relationship with the kids at Columbine? Do you believe that there would have been a different outcome if he hadn't been principal?

6. Cullen writes about Eric and Dylan's preparations for the prom, their work at the pizza shop and their nicknames 'Reb' and 'VoDKa.' Did it strike you how normal they seemed? Did they seem like typical teens to you? Does this make them more frightening and/or make their actions harder to understand?

7. Beginning with a section on page 10 ('Rebel Hill slopes gradually....') and at the beginning of the chapter 'Springtime' Cullen develops vivid descriptions of the school setting and the student body. Did you feel that this gave you an adequate picture of the school environment? Does it seem similar to secondary schools that you have known? If yes, does this make the book more difficult for you to read?

8. How does Cullen's portrayal of Eric and Dylan compare to Truman Capote's portrayal of Dick and Perry from In Cold Blood?

9. In 'Two Columbines' Cullen begins to introduce his audience to people who were attacked and their families (Dave Sanders, Linda Sanders, Patrick Ireland and Cassie Bernall). How was it to be introduced to these people? Several people mentioned having to put the book down while reading. Was this one of those points for you?

10. What rhetorical strategies did you find most effective in Part I?

11. After reaching the conlusion of Part I, how would you characterize Cullen's tone and purpose?

12. In 'Judgment' and 'Female Down' we are given a rundown of the events on April 20th, the day of the attack on Columbine High School. Were there any things that stood out particularly about they events as they unfold? Do you think that if Deputy Gardiner had been in the lunch room that things would have turned out differently? Were you surprised at the demeanor of Eric and Dylan? What was your opinion of the reactions of the adults in charge in the school - would you have done anything differently?

13. What was your reaction to the problems created with cellphones overwhelming the operators? Do you think this would be worse now? How do you think this affected the reporting? Did the '24 hour news cycle' come into play here - that is, were the news agencies running with any information they could get - including cellphone calls from inside the school? Should the news shows have carried live telephone calls from the students? Why or why not? Do you think that this sort of coverage should depend on the news item being covered (i.e., if it does not put people in danger, should these sources be used)?

14. By the time the networks went live (at noon) there were hundreds of uniformed responders present. Given the size of the force, what do you think of the response? What do you feel they could have done differently?

15. Cullen begins writing about the parents responses in '1 Bleeding to Death.' Are there any particular responses that stood out to you?

16. What was your opinion of Sheriff John Stone at the beginning of the book? Did your opinion change as you read on?

17. Cullen writes about the reactions of Robyn Anderson and Nate Dykeman after the attack started. What did you think of their reactions? Should they have given the police information? Or were they just as scared and shocked as everyone else?

18. What did you think of the reaction of the Klebolds? Were you surprised that Tom suspected his son right away? Does it seem particularly odd that he reacted this way, given the response of the Harrises

19. In 'First Assumption' introduces the audience to Dwayne Fuselier. What do you think of his response to the attack as opposed to the other law enforcement officers? Were you impressed by his competence initially? Do you think that (because we have been introduced to others such as Sheriff Stone) we are more inclined to view him favorably in contrast? Did Cullen do this purposefully?

20. What is the 'First Assumption'? Is it that there was a terrorist attack? That there were hostages? Or that it was a large conspiracy? Or does this refer to the assumptions of the news media? In retrospect do these assumptions make sense (i.e., can you understand why there was this confusion)?

21. What is your opinion of the news media's questions such as 'were they outcasts' - and they use of the word 'they' to indicate some sort of groupthink? Why do you think that the notion of the 'Trenchcoat Mafia' was seized on so readily? Why do you think these early notions were not corrected as it became clear they were wrong? Do you think that mistakes of this sort lead to the 'school shooter profile'? To what degree does looking for easy explanations for complex problems come into play to explain these sorts of notions?

22. In 'The Boy In The Window' we are told the story of Patrick Ireland's survival. What struck you most about the events involved in his rescue? Were you surprised at the level of detail we were presented about this event?

23. Miscommunication seems to have begun as soon as the first press conference was held - that there were three shooters, that 25 people were dead and errors about the motives. What was the impact of these erroneous assumptions? Do you feel that they should not have had the press conference - or if it was held, what should have been done to improve on it?

24. As opposed to Robyn and Nate, Chris Morris called police right away. Given what happened to him, do you think he did the right thing? Do you think he accidentally made himself the center of the investigation, as Eric and Dylan were dead?

25. Sue Klebold said that she felt as if they had been hit by a hurricane - and a lawyer told her that people were going to hate her. How do you feel towards her at this point in the book? Do you empathize with her - or do you have conflicted feelings?

26. In 'Last Bus' and 'Vacuuming' Cullen shares the anguish of Brian Rorhbough, Misty Bernall and Linda Sanders. What are your thoughts concerning their reactions to the deaths of their loved ones? Did any particular reactions surprise you - or resonate with you? Were you able to put yourself in their place?

27. Other than the comparisons of the killers, what similarities do you notice between Columbine and In Cold Blood?

28. Why does Cullen title his chapters? What role do these titles play in the message Cullen is trying to convey?

29. Cullen is telling a story for which we already know the outcome. How does he make the story compelling?

Dave Cullen's Columbine

2010-09-28T05:56:00.000-07:00

After today's in-class analysis, we read Debra Dickerson's "Who Shot Johnny?" in the Norton Reader, p. 383. TAP the essay and answer questions 1 - 3 on page 386.

Begin reading Dave Cullen's Columbine. Transactional Journal project is due Friday, October 15th at the beginning of class. No exceptions.

Remember to meet all deadlines for posting comments on each section of the book!
• Part I: Female Down: Chp. 1 – 19 (p. 3 – 98) Friday, Oct. 1, 11:59 p.m.
• Part II: After & Before: Chp. 20 – 30 (p. 101 – 170) Tuesday, Oct. 5, 11:59 p.m.
• Part III: The Downward Spiral: Chp. 31 – 40 (p. 173 – 236) Friday, Oct. 8, 11:59 p.m.
• Part IV: Take Back The School: Chp. 41 – 47 (p. 239 – 302) Monday, Oct. 11, 11:59 p.m.
• Part V: Judgment Day: Chp. 48 – Afterword: Forgiveness (p. 305 – 370) Wednesday, Oct. 13, 11:59 p.m.

Essay Prompts

2010-09-27T09:39:00.000-07:00

Today we discussed the rhetorical strategies of ethnocentrism and xenophobia.

As promised:
1. Discuss the role of symbolism in NIGHT and MAUS. Explain how the books use this rhetorical strategy to convey deeper meaning and how this symbolism helped to relay events in the works. Be sure to note the distinction between the literal and figurative symbolism in the memoirs.
2. In his memoir, NIGHT, Wiesel writes about two contrasting pieces of advice he received about how to survive in the camps. One was from a young Pole, a prisoner in charge of one of the prison blocks, and the other was from the head of one of the blocks at Buchenwald who spoke to Wiesel as his father lay dying. Compare the advice and the effect the rhetoric of this advice had on Wiesel.
3. Spiegleman’s MAUS is a memoir conveyed largely through drawings, while Wiesel uses words to convey his experience in NIGHT. Which method is more powerful in sharing the message with the audience?
4. Compare and contrast Elie’s relationship with God to his relationship with his father.
5. Explain the various meanings of “night” in NIGHT.

You're welcome.

p.s. Think about how to incorporate the rhetorical strategies we discussed today in your analysis tomorrow.

Night

2010-09-17T12:30:00.000-07:00

Over the break...
Read and analyze Mark Twain's The Lowest Animal.

Read Elie Wiesel's memoir, NIGHT, answer the questions, and take notes on the following:
1. Wiesel's style of writing
2. Wiesel's relationship with his father, Chlomo, in comparison to his relationship with God
3. Wiesel's characterization of night
4. Comparison of relationships: Vladek and Art, Elie and Chlomo
5. Comparison of presentation: NIGHT, MAUS

Additionally, read and analyze "No News From Auschwitz."

Don't forget...
Socratic Seminar Monday when you return!
Dave Cullen's Columbine.

Concluding thoughts on MAUS...

2010-09-16T07:02:00.000-07:00

Some questions to ponder:
1. Overall, how would you characterize Art's portrayal of the elder Vladek in comparison to the younger Vladek?
2. How much blame should be placed on Art for the poor relationship he has with Vladek?
3. What was your immediate reaction to "Prisoner on the Hell Planet"?
4. Did you notice the allusion to the Third Reich eagle emblem on page 101?What is Spiegelman attempting to convey by its inclusion?
5. Explain the contrast between "Hell Planet" and Maus.
6. Does Art have a right to be angry with Vladek?
7. Explain the deeper meaning behind Art's closing thoughts.
8. What did you think about the conclusion of the book? Why did Spiegelman choose to conclude it in this way?

Tonight:
Friday reading editorial cartoon
Maus General Questions:
1. Answer the following questions about Art’s relationship with his father:
a. Overall, based on the memoir, what do you think Art’s relationship with his father is like? Why is it this way?
b. In general, how does Art portray his father? Do you think this is a fair representation? Why do you think he portrays him in the way he does?
c. To what extent do you think Art accurately represents his father's story? Do you think he has embellished it any way? What might have been added or left out?
d. How does Art portray himself? Why does he include himself in his father's story of the Holocaust?
2. What is the importance, throughout the text, of Art's reflections on the process of putting together this book?
3. What is the relationship between history and the present in the book? Explain these connections, citing three examples from the book.
4. To what extent are the characters caught in the past? Are all Holocaust survivors and their children prisoners of history?
5. What are some of the features that characterize Spiegelman's graphic style? How do these contribute to his memoir? How do they shape our understanding of his father's story?
6. In general, how is the Holocaust represented in Spiegelman's text? How does the comic book format affect this representation?
7. Having come to the end of Volume One, what is the significance of the volume's subtitle, "My Father Bleeds History"?

Propaganda Analysis, Maus Chp. 5 and Chp. 6

2010-09-15T05:32:00.000-07:00

Great discussion on the propaganda from WWII.
Tonight, finish reading Maus and answer Chp. 5 and Chp. 6 questions.
1. What does the drain-pipe incident show us about Art's relationship with his father?
2. Discuss Art's comic strip "Prisoner on the Hell Planet." How does Mala react to the strip? Vladek?
3. Coming as it does after the concluding episode of Chapter Five, what is the significance of Mala and Art's conversation?
4. What is Art worried about with respect to the portrayal of his father in his book?
5. What happened to Anja's diaries? How does Art react?
6. Two questions (and answers) about rhetorical strategies. Remember to ask IN DEPTH ANALYSIS questions: not "What animal does Spiegelman use to symbolize the Poles," but "Why does Spiegelman characterize the Poles as pigs?" This is an AP course...treat it as such!

Some reminders:
1. Editorial cartoon Friday reading this week.
2. Maus I: My Father Bleeds History general questions due Friday.

Logical Fallacies and WWII Propaganda

2010-09-14T06:48:00.000-07:00

Some thoughts and further questions on Maus I: My Father Bleeds History, Chapters One and Two...
1. Spiegelman includes the roller skating incident from his childhood to establish the nature of his relationship with his father. It is evident that young Art was taught to be tough and to put little trust into his friendships. How does this incident help explain the nature of Art's relationship with Vladek as adults?
2. Page 12, frame 3: What does the author communicate through images?
3. Why does Vladek think "no one wants anyway to hear such stories"?
4. How does Spiegelman use characterization to make the audience see past the symbolic cat and mouse images?
5. Art includes sly moments in his presentation. For example, he says he wants to make the story "more human." Later on, Vladek jokes that they used to call baby Art "Heil Hitler!" What purpose do these tounge-in-cheek comment serve?
6. How effectively does Spiegelman convey the rising Third Reich power on page 33?
7. Do you think Spiegelman's method of presentation (comic book style, flashbacks) is more effective than a straight written memoir would be?

Today in class: We discussed logical fallacies in rhetoric. "Ms. Wheatley, these are totally illogical!" "Yes, dear student, they are...that's why the word 'fallacies' follow the word logical." (No, snarkiness is not a rhetorical strategy, but it is a fun way to describe tone). Logical fallacies are very common in persuasive argument, political debate, editorial cartoons and propoganda. In groups, we analyzed various WWII propaganda posters for rhetoric, including logical fallacies.

Homework:
Read Chp. 3 and 4, answer questions:
1. How does Art open chapter three? What do we learn?
2. How does Chapter Three conclude? What do these episodes from the present show us about Vladek? About Art? Why does Art include them?
3. What do we learn in the concluding scene with Mala and Art?
4. Two questions (and answers) about rhetorical strategies. Please remember that these should not be "simple answer" questions and answers, but questions that require true analysis and thought. Questions that simply ask for a rhetorical strategy as an answer are NOT acceptable.

Read "The Morals of Politicians." TAP it. Then, imagine that you are running for political office against an American politician (past or present), and create three logical fallacies to convince the public to vote for you.

Maus I: My Father Bleeds History

2010-09-13T11:45:00.000-07:00

We began our discussion of Maus I: My Father Bleeds History by reading Antonio Oliver's "A Different Type of Holocaust Literature." I'm curious to know what you think about Spiegelman's method of presentation in this graphic memoir. Is it appropriate? Is it insensitive? Some of you initially think so--that's OK. I wonder if your point of view will change after you read the memoir.

As you're reading, take annotations on:
1. Spiegelman's portrayal of the father/son relationship.
2. How his use of drawings enhance the story he is telling.
3. The relationship between Vladek's flashbacks and the present day events of the memoir.

Due tomorrow: After reading chapters one and two, answer the following questions:
1. What is the first thing you notice about Spiegelman's method of presentation?
2. What characterizes his comic-book style?
3. Before the memoir properly begins, why does Spiegelman (Artie) present us with the roller-skating episode from his childhood?
4. Why does Art include the story about Lucia, when his father told him to leave it out? What does Art mean when he says he wants to make the story more real, more human?
5. Why do you think Art concludes the chapter in the way he does? Create two questions (and answers) about rhetorical strategies used in these chapters. (Symbolism questions are fine, but do not use the obvious “Why are the Jews symbolized as mice and the Nazis as cats?” one.)

Editorial Cartoons

2010-09-10T11:23:00.000-07:00

Next week we will study and analyze Art Spiegelman's Pulitzer Prize winning graphic novel, MAUS: My Father Bleeds History. In order to prepare for analyzing the pictures in Spiegelman's memoir, you will need to analyze the editorial cartoons in this handout. We will discuss the tone, indended audience, purpose, commentary on current events and examples of rhetoric during class Monday.

Remember! Your analysis of The Glass Castle will take place Monday during the first 40 minutes of class.

SYLLOGISM and ENTHYMEME

2010-09-08T06:34:00.000-07:00

Today we discussed the effectiveness of using syllogism and enthymeme in persuasive writing. Remember that an author or speaker's use of syllogism will not generally be as obvious as listing the major premise, minor premise and conclusion in a neatly packaged list for you. Rather, the author or speaker will develop their point by weaving syllogism throughout the article or speech. Enthymeme, on the other hand is generally stated in one sentence and requires the audience to infer the major premise.

Today's reading from the Norton Reader:
"We Do Abortions Here: A Nurse's Story"

This is one of the most powerfully written essays in the Norton Reader. Did you notice how subtly she weaved her argument throughout the piece?
1. TAP the essay
2. Identify, define and analyze five rhetorical strategies from the essay (do not use appeals for this portion of the assignment).
3.Create three appeals citing information from the text: Ethos, Pathos, and Logos. Remember: You must use points from the essay to support your appeals.
4. Pick a side of the abortion issue and create a syllogism for your point of view. Then, using the point of view from the other side, create an enthymeme.

Homework: Remember you have the final section of work from The Glass Castle AND a Friday Reading due Friday.

Essays, Essays, Essays

2010-09-07T06:44:00.000-07:00

Today we focused on ways to improve your essay writing.
Overall, I was pleased with the class results on the Zippy essays. The class average on the In Cold Blood analysis was a 5. The class average on the Dahir commentary analysis was a 5. Considering the Zippy analysis class average was 5.75 (and some change), that's a considerable jump. I'm very pleased with the overall progress of the class.

Suggestions for continued improvement:
1. Intro paragraph should include (not necessarily in this order):
a. Author’s name
b. Title (Underline book titles, essay titles in quotations)
c. Identification of the effectiveness of the author’s writing in relation to the prompt
d. A mention of tone
e. A mention of the author’s purpose in relation to the prompt
f. A mention/allusion to the audience
g. Specific rhetorical strategies
h. An interesting hook. This isn’t a five minute quick-write, so you have time to use rhetorical strategies yourself.

Example:
Typically, children are taught their parents’ beliefs; what happens when those two parents have conflicting ideas about religion? Haven Kimmel successfully illustrates on such situation, addressing the audience of A Girl Named Zippy with tones of sarcasm, humor and confusion to convey her childhood’s conflicting religious views. With the utilization of devices such as contrast, diction, paradox and tone, Kimmel provides a variety of anecdotes that reveal the influence of her mother and her father on her beliefs. Starting with a comparison of each parents’ views, Kimmel develops their roles via her relationship with them at different points throughout her childhood. (Sam Kiblinger)

2. When you analyze a rhetorical strategy you should:
a. Explain the purpose of that specific strategy
b. Cite the specific example
c. Analyze its effectiveness

3. Some other considerations:
a. Many of you failed to explain WHY Zippy was so drawn to her father’s religious beliefs rather than her mothers. Showing this in your analysis was essential to earning a higher grade.
b. When you analyze a rhetorical strategy you should explain the purpose of the strategy. Why would an author want to appeal to pathos? Why is hyperbole effective? Too many of you wrote “Here, the author uses hyperbole.” You need to explain why the author uses hyperbole, not just state the fact that she uses it!

THIS IS WHAT A 9 LOOKS LIKE:
Sam’s second paragraph:
Kimmel portrays her father’s beliefs quite blatantly, and with some humor, at the beginning of the memoir: “Everyone in Mooreland believed in God (except my Dad)” (p. 4). Her attitude toward this would likely be less positive were it not for the vast admiration she held for her daddy: “He was what it meant to be a father and a man in 1971.” As a contrast, she also reveals her mother’s strong faith, including her reaction to Zippy’s babyhood silence in “Baby Book”: “I have turned her life over to God, to do with as he sees fit.” This strong contrast between the beliefs of her parents sets the stage for a while lifetime of religious confusion and effectively clues-in the reader as to why she cannot just choose one religious lifestyle and stick with it.

Enjoy the Long Weekend!

2010-09-03T09:01:00.000-07:00

Unfortunately, we still don't have enough copies of Patterns for College Writing to issue, so if you were absent, you won't be able to make up the work until you return.

In class today we read Bonnie Smith-Yackel's "My Mother Never Worked."
Answer the following questions:
1. What point is the writer trying to make? Why do you suppose her thesis is never explicity stated?
2. This essay appeared in Ms. magazine and other publications whose audiences are sympathetic to feminist goals. Could it just as easily have papeared in a magainze whose audience was not? Explain.
3. Is the essay's title effective? If so, why? If not, what alternate title can you suggest?
4. The author could have outlined her mother's life without framing it with the telephone conversation. Why do you think she includes this frame?
5. Definte three of the following words as they are used in the essay: scrounge, shuck, shock, husk, rutted, reclaimed, flax, fodder, intricate and/or sustenance.

This weekend, continue reading The Glass Castle and take annotations on the following:

1. The differences between the way Rex and Mary (the author’s parents) view the world and the way the author views the world, based on the rhetoric she uses to convey the differences between these viewpoints.
2. The contrast in the way the author views her life as she grows older
3. The reversal of roles in the parent/child relationship
4. Appeals to pathos, ethos, and logos
5. The symbolism of events, places, people and things. Specifically, how do the parents and children in the memoir view these events, places, people and things differently?

Due Tuesday, September 7th, 2010:

Read through page 174 and answer the following questions:

1. What does the author mean when she says “We’d out-Okied the Okies” on page 129? What does this statement reflect about her attitude toward the life her parents have created for her and her siblings?
2. What does the author develop Dinitia Hewitt’s role in her life? Why do you think Dinitia was so cruel to Jeannette when the Walls family first moved to Welch?
3. Briefly reflect on Mary’s defense of Erma and Hitler. What conflicting message is she sending her daughter?
4. List three examples from the book that note a reversal of roles in the parent/child relationship.
5. Erma’s actions lead the Walls children to make excuses for their father. Refute or defend the author’s forgiveness for her father due to his upbringing.
6. Have Jeannette’s parents become worse since moving to Welch or has the author developed a different perspective? Justify your answer.
7. List, define and evaluate the effectiveness of THREE rhetorical strategies. (Please include page #).

Be prepared for a five minute quickwrite Tuesday.

Due Friday, September 10th:Finish the memoir answer the following questions:

1. List, define, and evaluate the effectiveness of FIVE rhetorical strategies. (Please include page #).
2. Analyze the metaphor of the glass castle and what it signifies to Jeannette and her father. Why is it important that, just before leaving for New York, Jeannette tells her father that she doesn't believe he'll ever build it? (p. 238).
3. The first flashback Walls shares from her childhood is that of her burning herself severely at age three, and her father dramatically “rescuing” her from the hospital, telling her: "You're safe now" (p. 14). Why does the author open with this anecdote and how did it set the stage for the rest of the memoir?
4. Rex Walls often asked his children, "Have I ever let you down?" Why was this question (and the required "No, Dad" response) so important for him -- and for his kids? On what occasions did he actually come through for them?
5. Which of Jeannette’s parents were worse, and why?
6. Refute or defend the following statement: Though it portrays an incredibly hardscrabble life, the tone of the memoir is never sad or depressing. (Your analysis should discuss the overall tone of the memoir and how you think Walls achieved her intended effect).
7. The two major pieces of the memoir -- one half set in the desert and one half in West Virginia -- feel distinct. Analyze this tone shift.
8. What is the overall purpose and tone of the concluding segment of the memoir, “Thanksgiving”?

I guess you could say you have a little bit of homework due tomorrow...

2010-09-02T08:26:00.000-07:00

How's that for an understatement? Remember that this strategy, like hyperbole, is only effective if the audience understands the irony of the statment.

In class today we worked on more passages and multiple choice questions from the AP Language exam. Don't be too hard on yourself if you didn't do as well as you liked. These questions aren't easy, nor are they meant to be. The more you practice these questions, the better you'll get. Promise!

Due tomorrrow:
Glass Castle, Part II questions
Friday Reading

Diving in Dumpsters is a Dirty Job...

2010-08-31T07:54:00.000-07:00

...and surprisingly, some people don't "dive" out of necessity. One of those people is Lars Eighner, author of "On Dumpster Diving" on page 22 of the Norton Reader.

You'll notice fairly quickly that Eighner doesn't fit the preconceived notions you might have had about someone who is homeless.

After reading:
1. TAP the essay. Remember to include evidence of the tone as well as examples to support Eighner's alleged audience.
2. Answer questions 1 - 3. When you respond to # 3, answer the question about one of the characters from The Glass Castle.

Additionally, today in class we:
1. Discussed anastrophe.
2. Completed a practice section for the AP Language and Composition exam. We discussed the answers as well as tips for eliminating wrong answers to arrive at the correct answer.

Tomorrow we will:
Have time to work on all the Glass Castle work for Friday.
Remember, you have a Friday Reading due Friday!

Zippy Essays and The Glass Castle

2010-08-30T11:53:00.000-07:00

Let me reiterate: Stop stressing about your essay grades. You're LEARNING! Please don't expect to be perfect at everything you do. My job is to teach you how to analyze in your writing. If you all scored 9s on every single essay you write, then what would be the point of the class? Trust me, everyone gets better! Here's a link to the Zippy quickwrite review from class today. With the Dahir essays, many of you failed to recognize his true purpose. If you miss the idea the author is trying to convey, you're looking at a score of 6 at the very best. So, if you missed the point, but earned a 5 or 6 that means your writing is already improving.

We also began reading Jeannette Walls' The Glass Castle. As you read Walls', take annotations on the following:
1. The differences between the way Rex and Mary (the author’s parents) view the world and the way the author views the world, based on the rhetoric she uses to convey the differences between these viewpoints.
2. The contrast in the way the author views her life as she grows older
3. The reversal of roles in the parent/child relationship
4. Appeals to pathos, ethos, and logos
5. The symbolism of events, places, people and things. Specifically, how do the parents and children in the memoir view these events, places, people and things differently?

Homework: These are 10 point assignments. Please type your responses.

Due Tuesday, August 31st, 2010: Read through page 25 and answer the following questions:
1. What purpose do you think the quote from the Dylan Thomas poem at the beginning of the memoir serves?
2. What is the purpose of Part I: A Woman on the Street? What do the various anecdotes in this introduction establish?
3. Compare and contrast Jeannette’s home with her parents and her “home” at the hospital, citing rhetorical strategies the author uses to show this view.
4. What similarities did you notice about the way Jeannette viewed her father and the way Zippy viewed her father?
5. List three examples from the book that note an underlying darkness about the author’s upbringing.
6. What is the symbolism of the Glass Castle?
7. List, define and evaluate the effectiveness of TWO rhetorical strategies. (Please include page #).

Due Friday, September 3rd: Read through page 125 and answer the following questions:
1. List, define, and evaluate the effectiveness of FIVE rhetorical strategies. (Please include page #).
2. How does the author’s mom use the death of Mary Charlene to make excuses for her husband? How does the author’s portrayal of the event convey her perspective to the audience?
3. How does the author use tone, diction and syntax at the end of page 31 convey her attitude toward her parents?
4. Read through p. 34 and then, at this point in the memoir, explain the symbolism of fire.
5. Analyze how the Joshua Tree symbolizes the author’s own life.
6. Compare the author’s parents’ attitude toward Christmas and Santa with that of Zippy’s parents.
7. Are the author’s parents selfish? Justify your response with anecdotal evidence.
8. Contrast the way the author views her father with the way her “friend,” Billy Deel views his. Which child’s view is more accurate?
9. In what ways are the author’s parents “good parents”?
10. How effectively does the author portray the dangers of alcoholism to the audience? (Think back to the Scott Russell Sanders essay “Under the Influence” and draw comparisons if you like).

Cult Status

2010-08-26T08:49:00.000-07:00

One of my favorite things about AP Language is how our discussions veer off into other topics. After our conversation today, I feel very compelled to find some interesting readings on cults for class. If you happen to find something interesting, bring it in to share. If you think about it, cult leaders use lots of rhetorical strategies to sway/brainwash potential followers.

Begin incorporating rhetorical question, hypophora and procatalepsis into your analysis. They will become essential when you write persuasively, especially on controversial topics.

Today's five minute write served as a pre-write of sort for the in-class essay Monday. Yes, the topic will ask you to cover the motif of religion in Zippy. You'll get to use your books. While I'm thinking about the essay, here's a link to the rubric. I don't think I posted that before.

For tomorrow:
1. Friday Reading
2. Socratic seminar and food!
3. Patterns for College Writing: Read Stephanie Ericcson's "The Ways We Lie." and answer both questions for Purpose and Audience, questions #2, #5, #7 and #8 for Style and Structure and select three of the vocaulary words from page 493 to evaluate.

Motifs in Zippy

2010-08-24T07:00:00.000-07:00

Yesterday, we read and discussed the religious theme in "Slumber Party."
Some questions:
1. Does Zippy's dad believe in God?
2. Does Zippy think her dad believes in God?
3. What are the various examples of paradox in this essay?
4. a. How is Zippy's father a negative influence on her religious views? b. How is he a positive influence on those same beliefs?
5. What was your reaction to the reaction of Zippy's family members when she told them she'd seen Jesus in the trees?
6. What purpose does page 187 serve in conveying Zippy's beliefs?

What purpose does "ESP" serve in conveying the personalities of Danny and Melinda?

What did you think of Zippy's childlike persepctive in "Interior Design"? Of the various anecdotes in this essay, which was your favorite and why?

Tonight:
"Cemetery" is another essay that is mother-centric.
1. How does Zippy portray her parents differently in this chapter than she has in previous chapters?
2. What is the reason for this new perspective on her parents?
3. How does Zippy's bicycle serve as a metaphor?

Also read...
"Drift Away"
"Reading List"

Essay Tips

2010-08-24T06:30:00.000-07:00

The blog is accessible again, now that the new network system for CCSD is up and running. My apologies for not posting yesterday!

Today's rhetorical strategy focus was anaphora, a specific type of repetition. If repetition is a strategy you've analyzed before, remember to check and see if it's anaphora. If so, identify it as such!

Some reminders and tips about analyzing essays in class:

1. Many of you are still having trouble focusing on analysis rather than summary.
2. Remember to include the author’s name, the title of the work, and address the TAP.
3. When you identify a rhetorical strategy the author uses, give the example and then explain the effect that strategy has on the audience and how it helps convey the author’s purpose.
4. Strong opening sentences are key! Refer to the Jeff Gerke essay for tips.

Ex prompt: Analyze how Kimmel uses the death of her chicken, Speckles, to illustrate her relationship with her family.

Ex opening answer: Haven Kimmel’s portrayal of her family’s reactions to the death of her beloved chicken, Speckles, effectively conveyed how she viewed her family members to the audience. Balancing a lighthearted tone and childlike diction, Kimmel accurately captured the emotions of a devastated six year old in this humorous anecdote from “Qualities of Light, or Disasters Involving Animals,” making it clear to the reader that her father understood her better than anyone else.

Follow the formulas below to help you develop your style. As you become more comfortable with analysis, you'll be able to move away from the formula.

So, how can you improve your opening sentences?
In ____________________ (title), __________________ (author) effectively/ineffectively uses ________________ (name specific rhetorical strategies) that demonstrate/develop/show/illustrate, etc. to the audience ________________________ (the purpose).

So, how can you improve your analysis of purpose and rhetorical strategies?
______________________ (author) reinforces her ______________________ (purpose or position) with the use of ______________________ (rhetorical strategy). ___________________ (author) writes “QUOTE THE AUTHOR’S WORDS CONTAINING THE IDENTIFIED STRATEGY HERE,” which demonstrates/shows the audience (whatever it shows).

As you progress with your analysis this semester, I would expect that you will develop your own style and will not need to rely on the formula.

More on our girl Zippy

2010-08-20T12:50:00.000-07:00

"Haunted Houses" was a loooooong chapter, I know, but the theme of life and death (and religion) was obvious. What did you all think of Zippy's dad letting her watch the dogs and cats pulled out of Edythe's house? Why do you think Kimmel dedicated such a lengthy amount of essay space to Edythe?

What do you think of the exchange between Zippy and her dad on p. 104-105 concerning Christianity?

This weekend, read through "Diner."

Descriptive Language in Zippy

2010-08-19T06:17:00.000-07:00

I love the way Kimmel uses diction and syntax to capture her childlike point of view. Consider these examples from "Unexpected Injuries":

p. 63: "...off we'd go, driving less than an hour to the campground, with me flying around in the back like a little wayward piece of popcorn."

p. 63: Kimmel's description of Petey immediately resonates with the audience--this is an evil child (she even acknowledges that the visual of Petey is a cliché). My favorite line in this paragraph is the one about Petey's bicycle being made of the Devil's own parts.

Other things to notice about this chapter:

1. Zippy's anecdote about the frogs (p. 62) offers a brief comment on her religious views.
2. Zippy's father, Bob, once again takes justice into his own hands when it comes to his daughter's pets.
3. Zippy's father's reaction to the Scroggs men killing the rabbits while Zippy watched. (How was this different than when Zippy watched Minnie kill her chickens?)

In "The Kindness of Strangers," what does Zippy learn about her father? How does this essay serve as a nice companion for "Favors For Friends," the essay that follows?

I love the way Kimmel describes Andy Hicks (p. 84): "There are people in this world so perfect that the fact of them feels like a personal gift, and Andy was one of those people." Did you pick up the juxtaposition between her view of Petey Scroggs and her view of Andy Hicks? We also gain some insight into the way Zippy's dad "gets" his daughter (p. 89) "I knew Dad would never mention Jiggers again, no her life or her death or her grave."

Today in class:
Practice AP Language multiple choice questions. (I don't have this available as a Google doc, so you'll have to get a copy from me tomorrow if missed class today). Expect that we will work on these once or twice a week. Closer to the end of the semester you will take several full multiple choice exams. (Your final exam, 5 percent of your grade, will be an old mulitiple choice AP Language exam).

Read "Haunted Houses" and "Professionals."

Homework: Rhetorical strategies and Friday Reading.

A Quickwrite and More on Zippy

2010-08-18T05:41:00.000-07:00

Some notes about the theme of religion:

We didn't get to discuss this much in class today, but what Kimmel does a fantastic job of explaining her confusion about her religious beliefs in "Blood of the Lamb." Do you think Zippy's father is a positive or negative influence on her religious beliefs? He doesn't hide the fact that he hates church, but he doesn't support Zippy when she agrees with him.

p. 53: "I not only had to spend countless hours of my life worshipping a God I didn't believe in, I could even complain about it, whereas Dad just sat down in his chair and called it like he saw it."

p. 53 - 55: The anecdote about Kimmel's tricks ("I Can't Find My Other Shoe" and "I've Lost My Little Pink New Testament") to avoid church and her father's assertion that she still go.

p. 55: "When I think of getting up for church, it is always winter, but when I think of the actual walk...it is always a perfect summer day that will wither in my absence." Think about the contrast here between the symbolism of the seasons.

p. 60: The entire page provides an insight into the way Zippy views religion. What seem to be her cheif complaints at this point? Is this a natural child reaction?

Today in class:
We read "Tight Jeans and Chania Chorris" (NR, p. 304 - 308) and discussed how an author's skewed point of view can effect the way an audience reacts to a piece. The essay deals largely with Sonia Shah's conflict over her Indian and American cultures. Similarly, Henry Louis Gates, Jr.'s "In the Kitchen" offers a glimpse into African American culture, centering on anecdotes about hair. (TAP this essay and answer question 4 on page 309).

Homework:
Read "Unexpected Injuries" through "Favors for Friends".

Zippy..."Julie Hit Me Three Times" through "Blood of the Lamb"

2010-08-17T08:01:00.000-07:00

Today in class we discussed what characterizes Kimmel's style of writing. Something you all noticed was how easily the author conveys a childlike tone through use of observation, detail, anecdotes and diction. Did you happen to notice hyperbole in every other sentence? (wink, wink) Personally, I love Kimmel's use of imagery. ("Kai turned out to be the color of coins falling from a winter sky," p. 19 is certainly more compelling than "Kai was gray.")

Particularly, we discussed the relationship Kimmel conveys with her father. It's pretty obvious which parent she favors over the other. Her father seems to be indulgent and free spirited while her mother seems to be the enforcer of rules. What child wouldn't favor the parent that gained her admission into the mafia and wreaked havoc on the dogs who would dare to eat her beloved Speckles?

Continue taking copius notes and expect a 5 minute write some time soon (like, oh I don't know...tomorrow perhaps!) In the next section of assigned reading, pay attention to the relationship Zippy has with her brother and sister as well as her contradicting views on religion.

Today's reading:
"Julie Hit Me Three Times"
"Daniel"
"There She Is"
"Blood of the Lamb"

Hyperbole and A Girl Named Zippy

2010-08-16T07:35:00.000-07:00

Rhetorical Strategy focus today: Hyperbole is one of the most familiar rhetorical strategies that you didn't even realize you were familiar with. Using extrememe exaggeration as its focus, hyperbole is only effective if the audience understands the author doesn't intend to be taken literally.

Haven Kimmel's A Girl Named Zippy

As you read, use either post-it notes or the margins and take thorough annotations on the following motifs of the memoir. Please note; essays and 5 minute writes will be based upon items #2 - #4, with the expectation that you use examples of rhetorical strategies to make your points.

1. reoccurring rhetorical strategies
2. Zippy’s relationship with family and friends
3. Zippy’s views of small town life
4. Zippy’s view of religion

The following assignment is due the day after reading that chapter. You will select TWO rhetorical strategies per chapter, including the chapters read and discussed in class. So, if we read two chapters in class and you read two for homework, you would turn in eight rhetorical strategies. All work should be typed, double-spaced, 10-12 point font.For each chapter, note rhetorical strategies Kimmel uses to develop her theme/purpose. For each strategy include the following:
a. Name and definition
b. The example of the strategy from the book, including the page number.
c. A sentence or two evaluating the effectiveness of the strategy.

Example:

a. IMAGERY: Use of language to convey sensory experience, most often through the creation of pictorial images through figurative language.
b. page 24 -25. “I have never in my life seen kinder or more sparkly eyes than hers, and every time she gave me the silencing look I realized how much she knew that I would never know. The arc of that piglet through the air into the dog pen contained more comedy than I will ever see again in my life, but my heart still ached.”
c. Kimmel’s use of diction in this paragraph: “sparkly,” “silencing,” and “the arc of the piglet” are effective in that the reader is able to identify the emotion Zippy felt when the pig died. Specifically, the use of “silencing look” to describe Julie’s reaction lets the reader know that, in Julie’s opinion, there was no choice but to feed the piglet to the dogs and that Zippy should have no averse opinion in the matter.

Please note: You may only use a specific rhetorical strategy ONCE per homework assignment (not ONCE per chapter).

Tonight:
Read through "Qualities of Light, or Disasters Involving Animals." Include rhetorical strategies for "Baby Book," "Hair," "The Lion," and "Qualities..."

"Why I Live in a Small Town"

2010-08-13T06:08:00.000-07:00

While Aldrich's essay, "Why I Live in a Small Town," describes a different sort of life than Capote's portrayal of small town Holcolm (and as you'll discover Monday, Haven Kimmel's description of small town Moreland, Indiana), there are similarities between the citizens and the culture of these places. Think about that as you read.

Questions for homework:

1. TAP. Include two examples of evidence from the essay to support each part of TAP.
2. Aldrich arranges her essay into several sections. What is the purpose of this arrangement and how to these sections connect with one another?
3. Aldrich wrote this essay in 1933. Cite three words or phrases from the essay that hint at this era. For each word or phrase, explain its meaning in Aldrich’s time and contrast its meaning today.
4. Contrast Aldrich's ideas about small town life with city life.

TAP that AP Lang!

2010-08-11T17:19:00.000-07:00

Since you're all on Facebook, join our AP Language group, TAP that AP Lang!
This is where we will have written discussions over assigned readings, etc., however, this blog is the PRIMARY site for information on the course. I will post the details of assignments as well as document links to assignments and related readings here. The purpose of the FB group is to ask for clarifications on readings, rhetoric, and to see to what your classmates think. If you have questions you need immediate answers to, please remember to email me at sarah.wheatley@cobbk12.org (before 5 p.m.) OR saritawheatley@gmail.com (after 5 p.m.).

An essay test on Monday would be cold blooded, so...

2010-08-11T17:11:00.000-07:00

Here's a reminder on what to analyze from Capote's book for Monday's analysis:
1. Capote's use of syntax and parallelism
2. How Capote's use of diction elicits sympathy for Perry and Dick (and whether or not he focuses his sympathies on one more than the other)
3. A characterization of Capote's writing style in general (excessive adjectives, imagery, character descriptions, etc.)

Remember to make all notes in the text or on post-its--other notes will not be allowed for the essay.

p.s. Who can identify the rhetorical strategy used in the title of this blog post?

AP Language Syllabus and Handy Guide to Rhetorical Strategies

2010-08-11T12:24:00.000-07:00

Hello wonderful AP Langers!
I am thrilled to have you in class this semester. I love reading and writing, and I love that my job as a teacher allows me to share this with you.

Here's a link to the documents handed out the first day of school:
Advanced Placement English Language and Composition Syllabus Remember to purchase the books for the course as soon as possible so you can save money and be prepared. We'll start "A Girl Named Zippy" next week. There are enough classroom copies, so you don't need to purchase this book.

In case you need another copy, here is my Handy Guide to Rhetorical Strategies.On the first day of class, we read a copy of Leonard Pitts, Jr.'s "We'll Go Foward From This Moment," and we began discussing how authors use rhetoric to convey TAP (Tone, Audience, and Purpose) effectively. Refer to this PowerPoint if you want to review the suggestions for analysis.

Remember to always take note of the way an author uses tone and diction to convey purpose to the audience. When analyzing the specifics of an author's diction, be sure to note the connotations of the abstract and concrete language as well as any appeals the author makes to ethos, pathos and logos.

New Semester, New Blog Posts

2010-08-11T12:14:00.000-07:00

If you’ve been to my blog before, you’ll notice that the posts from last semester are missing…new semester, new blog. If you want specific information or documents from last semester, feel free to email me at sarah.wheatley@cobbk12.org or saritawheatley@gmail.com and I’ll happily send them your way.

Cheers and have a fabulous semester!
Ms. Wheatley