summer assignment 2017-2018 - hutto high school€¦ · o logical appeals (ethos, pathos, logos) o...

AP LANGUAGE AND COMPOSITION

Summer Assignment

2017-2018

Instructor: Ashley R. Cloud

E-mail: [email protected]


AP Language and Composition:

Summer Assignment Throughout this course, students will receive not only information regarding writer/speaker’s

implementation of stylistic devices, numerous types of rhetorical devices and strategies, and the

exposure and teaching in creating different modes of composition, but they will also be taught to

contextualize non fiction pieces they read within the historical narrative for greater

understanding. This fast-paced course will hold students to the expectation of completing

extensive reading and writing both inside and outside of class.

One of the required readings for this course will be Jay Heinrich’s Thank You for Arguing. For

this assignment, students will read and annotate the first 13 chapters of this text. While doing so,

each students will complete a series of typed notes over the text and then read two arguments

about the representation of Pocahontas in popular media. Finally, students will use their

knowledge of the argument styles from Heinrich, and their own knowledge to evaluate the

validity and accuracy of the arguments presented through the completion of the rhetorical

situation and two comparative short answers. In doing so, these text and analytical assignments

will allow us a “jump start” in the area of argumentative analysis and constructions, and it will

expose us to rhetorical reading – a vital skill for this course. Please read below for assignment

purpose, objectives, standards, and directions.

Purpose

The purpose of the summer assignment is to expose students to the different interpretations of a

historical event that took place in the United States, and have them read a variety of sources

critically and rhetorically. Students will be able to practice and hone their reading and annotating

skills, which will be utilized throughout the duration of the course. AP Language and

Composition requires students to read and write critically. During the first week of school,

students will use their annotated readings to write a synthesis essay about historical

interpretation. See assignment for prompt.

Objectives

By completing this assignment, students should be able to:

• Read and annotate a document to derive understanding and meaning.

• Read rhetorically and identify author’s purpose, meaning, and effect on audience,

context, and message.

• Understand and analyze the components of argumentation.

• Synthesize information from multiple texts to begin outlining an argument.


Standards Addressed

TEKS: Texas Essential Knowledge and Skills

This assignment addresses the following TEKS:

• English III: 9A, 9D, 13D

CCRS: College and Career Readiness Standards

This assignment addresses the following CCRSs:

• English: II.A.1, II.A.9, II.A.11

AP Standards

This assignment addresses the following AP standards:

• Language and Composition: analyze and interpret samples of purposeful writing,

identification and analysis of rhetorical strategies.

Note

The full text of the TEKS, CCRS, and AP Standards can be found online. Links are posted on my

teacher website on the Hutto High School page. http://tinyurl.com/pcyz34f

The Assignment

Comparative Reading/Viewing – On


Pocahontas

Rationale: Many teachers of rhetoric and composition claim “everything’s an argument,” and in many respects, this is true. When we write, whether we are explaining a process or making an academic argument, we want to convince our audience that we are credible, convincing writers. The book Thank You For Arguing essentially outlines how we effectively make a claim and convince others that this claim is not necessarily right, but that it is valid and can be substantiated. It is important that you begin studying this curriculum with the basic components of argument — not to win an argument, but to substantiate that argument. Thank You For Arguing will introduce you to the art of rhetoric and academic arguments. Heinrich has divided his informative yet entertaining book of lessons into five sections- Introduction, Offense, Defense, Advanced Offense, & Advanced Agreement. He also provides appendices, which include a summary of the main rhetorical tools and a glossary of rhetorical terms. More importantly, this book will serve as an excellent bridge between the expository essay and persuasion analysis of Pre-AP English II and the stylistic and argumentative analysis of AP Language and Composition. You will then use the information that you have learned from Heinrich’s text to complete the analysis of two arguments centering on Pocahontas.

Thank You for Arguing Notes:

You are responsible for buying a copy of Thank You for Arguing by Jay Heinrichs. You are responsible for reading the introduction and the first 13 chapters (pages 3-141). For each chapter, students will complete the following:

1. Annotate the chapters. See the guide to annotation attached.

2. TYPE a short summary, which addresses the main points in the chapters, and takes note of important terminology (in bolded text). In your summary, HIGHLIGHT important terms. The length of these summaries depends on the length of the chapters, but each summary should be a minimum of 10 sentences. Title each summary by its chapter title. See the example summary attached.

a. This should be typed: 12 point font, Times New Roman

3. You will upload your final draft of the summaries to turnitin.com on the first day of school.

Comparative Reading

You will read the attached two nonfiction pieces about Disney’s Pocahontas. For each piece, you should complete the attached Rhetorical Situation sheet. See the model provided as an example.

● Gary Edgerton and Kathy Merlock Jackson, from Resigning Pocahontas: Disney, the “White Man’s Indians,” and the Marketing of Dreams


● Jacquelyn Kilpatrick, “Disney’s Politically Correct Pocahontas”

Pocahontas & Pop Culture: Analysis

● You should watch Disney’s Pocahontas. The two nonfiction pieces that accompany in part two of the assignment will reference this movie. See below for where you can find the film to watch.

o Film is available on Hulu o Film is available for rent on Amazon o I will be screen the film during summer at the high school on

the following dates: ▪ July 7th @ 10:00 am ▪ July 24th @ 10:00 am

● You will then use your knowledge of the two articles and the movie to answer the questions at the end of this assignment. Responses must be 5-10 sentences in length and must be supported with evidence from the movie or texts where noted.

For MLA in-text citation – see The Owl at Purdue online writing lab. In text citations should be formatted by (author last name page#) and should come at the end of a sentence.

Example: “It was January and Victor was nine years old. He was sleeping in his bedroom in the basement of the HUD house when it happened” (Alexie 1).

Example Notes for Thank You for Arguing

Chapter One: Open Your Eyes

Summary:

In this chapter, Heinrichs spells out the difference between an argument and a fight: an argument


tries to win over and audience whereas a fight attempts win, period. Arguing is about persuasion,

fighting is about domination. Argumentation is supported by rhetoric: how the arguer constructs

their message. A key component of rhetoric is recognition of audience. If you do not take into

account who your audience is and what their beliefs and values are, you are dooming your

argument to failure. It also helps to provide a concession to your audience: recognize how they

may argue back and then rebuttal against it. This allows you to use your opponent’s points to win

your argument. Heinrichs emphasizes the importance of audience: you must change the

audience’s mood- to get them ready to hear your message, you must change the audience’s mind

– convince them of your message, and then fill the audience with the desire to act – they must

receive the message and act upon it. In order to change the mood, you appeal to the audience’s

emotion. In order to change the audience’s mind, you must point them in the direction of your

message by using logic. Lastly, in order to get your audience to act, which is the most difficult,

you must convince the audience that acting will not inconvenience them.


Rhetorical Situation/CAPP Analysis Example

CAPP stands for context, audience, persona, and purpose. You will use this protocol when coming up with

your introduction for the rhetorical analysis essay. You should memorize the components so that you can

complete the rhetorical situation without aid.

Woodrow Wilson’s Speech Before Congress

Context

❑ Time

❑ Place

❑ People

❑ Events

❑ Motivating force behind speaker/narrator

❑ April 2nd, 1917 – the United States. ❑ Congress – lawmakers and legislators. ❑ Came after the sinking of the Lusitania (1915), the Zimmerman

telegram (Jan ’17), and Germany’s announcement to return to unrestricted sub warfare (Feb ’17).

❑ United States pop for the most part – still isolationist ❑ Motivating Force loyalty and duty to the world community.

Audience

❑ WHO IS THE AUDIENCE?

❑ Their Knowledge

❑ Their Attitudes

❑ Their Beliefs

❑ Audience Congress (and their constituents – the American ppl)

❑ Aware of domestic (isolationism) and international situations. ❑ Attitude conflicted desire to stay out of war and to make the

world safe for democracy

❑ Beliefs America is the world’s example of a democracy (City on a Hill). Freedom for all peoples should be upheld.

Persona

of the Speaker/ Narrator

❑ How does he/she want to be perceived?

❑ What does he/she presume about their audience?

❑ Wilson wants to be perceived as a calm but firm, logical, and patriotic American who believes that America should uphold its founding values around the world. He believes in maintaining peace and that the only way to do so is to fight a war.

❑ Wilson presumes that Congress is divided by the interests of the American people.

Purpose

❑ Infinitive phrase (to + strong verb + clarifying explanation + by showing ____)

❑ To urge Congress to join the fight in WWI to make the world safe for democracy by showing that the actions of the Central Powers run counter to the ideals of peace and democracy.

Motivating Force: the reason behind an action, decision, or thought. Examples can include –

❑ Love

❑ Fear

❑ Guilt ❑ Envy

❑ Jealousy

❑ Pride

❑ Ambition

❑ Friendship

❑ Conscience

❑ Vanity

❑ Anger

❑ Greed

❑ Affection

❑ Loyalty

❑ Survival ❑ Gratitude

❑ Compassion

❑ Shame

❑ Duty

Rhetorical Situation: bring together all the elements of the rhetorical situation from above in 2-3

sentences max.

Woodrow Wilson delivered his War Message to a divided pro isolationist/pro war Congress on

April 2nd, 1917, just a few months after the unveiling of the Zimmerman Note and Germany’s

announcement to return to unrestricted warfare. Wilson, knowing that U.S. involvement in the

war was inevitable and evoking American ideals and patriotism, firmly urged Congress to join

the fight in WWI to make the world safe for democracy by showing that the actions of the

Central Powers run counter to the ideals of peace and democracy.


From The College Board

Guide to Annotation

For each document provided for the comparative reading portion of this assignment, students

will:

● Highlight/underline key information and terms.

o Look for areas in the text that help you uncover the message, audience, context, attitude, or author’s purpose

o Create notes in the margin to explain why highlighted/underlined text is important.

o Create notes in the margin to discuss the main idea.

● Trace the argument of the text in the margin.

● Mark literary devices including, but not limited to (see page ___ for a list of these terms and their definitions):

o Connotation

o Denotation

o Diction

o Juxtaposition

o Logical Appeals (Ethos, Pathos, Logos)

o Syntax

o Figurative Language (simile, hyperbole, metaphor, imagery)

o Repetition

o Assonance

See the student example for guidance. We will refer back to and use these annotated documents throughout the year.


Rhetorical Strategies & Definitions

Antecedent – short tale narrating and interesting or amusing biographical incident

Diction – word choice (a single word)

Denotation – the straightforward (dictionary) meaning of a word

Euphemism – a more agreeable word substituted for an unpleasant one (died/passed away).

Colloquialism – slang and use of familiar expressions

Connation – emotional overtones of a word: poison, victim, seized, or gently, brutally, softly.

Allusion – reference to history, mythology, religion, or literature

Analogy – comparison in which an idea or a thing is compared to another thing that is quiet different from it. Allusions aim as explaining that idea or thing by comparing it to something that is familiar to the reader. Metaphors and similes are tools used to draw an analogy; thus, an analogy is more extensive and elaborate than either a simile or metaphor.

Apostrophe – addressing an absent figure or an abstraction

Extended Metaphor – a comparison between two unlike things that continues throughout a series of sentences in a paragraph or lines in a poem.

Hyperbole – extreme exaggeration

Image/Imagery – any description that appeals to one of the five senses: visual, auditory, tactile, gustatory, or olfactory.

Juxtaposition – the placing of two unlike things close to each other.

Oxymoron – conjoining contradictory terms

Paradox – statement that seems improbable or not true but that proves true

Understatement – minimalizes a fact

Rhetoric – the deliberate exploitation or eloquence for the most persuasive effect in public speaking or writing: the art of persuasion. See below.


Message – the main idea of a text based on details and examples.

Purpose – what the speaker wants the audience to do or think about; the persuasive element.

Speaker – established credibility; connects with the values of the audience

Audience – a specific person or group that can be characterized as having values and beliefs

Context – the situation that gives rise to the text

Shift – change in position; movement (as in tone shift, shift in point of view)

Syntax – the way in which words or phrases are ordered and connected to form sentences; or the set of grammatical rules governing such order. See below.

Antecedent – word referred to by pronoun

Antithesis – a balance of opposites

Clause – a group of words with a subject and a verb; can be independent or dependent.

Loose Sentence – type of sentence in which the main idea comes first (“we went over the river and through the woods to grandmother’s house.”)

Periodic Sentence – main idea comes last (“Over the river and through the woods, to grandmother’s house we go.”)

Pacing – rate at which a text develops (fast, slow, hurried) based on the length and arrangement of sentences.

Parallelism – arrangement of similarly constructed clauses or sentences suggesting some correspondence between them.

Repetition – repeating a word or phrase for emphasis

Tone – the writer’s attitude toward the subject and audience – created by

diction, details, images, language, and syntax

Useful Resources for Help


For help with annotations and literary terms, see the following resources:

https://www.ramapo.edu/crw/files/2013/03/20-2.pdf

http://bcs.bedfordstmartins.com/litgloss/

For help with citation, see the following resource:

https://owl.english.purdue.edu/owl/resource/747/02/

If you have any questions about the assignment or any

of the readings, please do not hesitate to email me at

[email protected]

I will check my email regularly throughout the summer.

https://www.ramapo.edu/crw/files/2013/03/20-2.pdf

http://bcs.bedfordstmartins.com/litgloss/

https://owl.english.purdue.edu/owl/resource/747/02/


CAPP Analysis

Analyzing the Rhetorical Situation

Reading Title & Author: Jacquelyn Kilpatrick, “Disney’s Politically Correct Pocahontas”

Context

❑ Time

❑ Place

❑ People

❑ Events


Audience/

intended

audience


❑ Their Knowledge

❑ Their Attitudes

❑ Their Beliefs

Persona of the

Speaker/

Narrator/ point of

view



Purpose

❑ Infinitive phrase (to + strong verb + clarifying explanation + by showing ________)

Motivating Force: the reason behind an action, decision, or thought. Examples can include- Love, Fear,

Guilt, Envy, Jealousy, Pride, Ambition, Friendship, Conscience, Vanity, Anger, Greed, Affection, Loyalty, Survival,

Gratitude, Compassion, Shame, Duty


sentences max.

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CAPP Analysis

Analyzing the Rhetorical Situation

Reading Title & Author: Jacquelyn Kilpatrick, “Disney’s Politically Correct Pocahontas”

Context

❑ Time

❑ Place

❑ People

❑ Events


Audience/

intended

audience


❑ Their Knowledge

❑ Their Attitudes

❑ Their Beliefs

Persona of the

Speaker/

Narrator/ point of

view



Purpose

❑ Infinitive phrase (to + strong verb + clarifying explanation + by showing ________)

Motivating Force: the reason behind an action, decision, or thought. Examples can include- Love, Fear,

Guilt, Envy, Jealousy, Pride, Ambition, Friendship, Conscience, Vanity, Anger, Greed, Affection, Loyalty, Survival,

Gratitude, Compassion, Shame, Duty


sentences max.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________


_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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Pocahontas Comparative Short Answer Questions

These questions must be answered in detail with text evidence to support your analysis. For each question,

you should have a clear and detailed answer, a quote from the piece to support your answer (w/ correct in

text citation), and an explanation and/or analysis of how your quote supports your answer. Your answers

should be well thought out, meet the length requirement, and have the three components above. Your

answers should be at least 5-10 sentences in length.

1. The authors write: “The film’s scriptwriters chose certain episodes from her life, invented others, and in the

process shaped a narrative that highlights some events, ideas, and values, while suppressing others (par. 7).

For example, historians deny the love story portrayed between Smith and Pocahontas. In addition, the song

has Pocahontas asking herself: “Should I marry Kocoum?” Historical accounts tell us that Pocahontas did

marry him. Why would the filmmakers decide to do what Edgerton and Jackson claim? Is it true that

filmmakers “terminate the narrative at the most expedient juncture,” avoiding the awful realities of history

“to keep audiences as comfortable as possible by providing a predictable product” (par. 8)? You should

have specific references to the movie to support your answer.


2. Does the film reinforce stereotypes, as the authors claim, or does it enlighten its viewers about racism and

intolerance, as Thomas Schumacher suggests in the epigraph to the article? Explain. Use specific references

to the film to support your answer.


Annotation Student Example

Yours should look similar in detail. Annotate for key concepts, rhetorical strategies, and makes notes to yourself in the margin that will aid you in understanding the reading.


NOTES

summer assignment 2017-2018 - hutto high school€¦ · o logical appeals (ethos, pathos, logos) o...

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