NPR's Serial View. Rhetological Fallacies View. A version of my multi-mode memoir activity with different sources. An essay that models 7 different forms of paragraph development. It also includes explanations for the different rhetorical modes. This activity calls upon participants to synthesize sources into a paragraph that fits the definition of a rhetorical mode.
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Here are the paragraphs that Grandville Participants created in response to the Memoir Mode Exercise. A Paraphrase activity to use with "Reading Literary Memoir" essay. Here is an activity to help students hone their paraphrase skills and thus demonstrate understanding of the text and ownership of their own voices as they combine ideas from different sources.
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Included here is the synthesis prompt and a source grid designed by a APSI participant. Here is the description of a graphic organizer that I use to help all students--from high schoolers to dissertation writers--prepare for synthesis activities.
How to Get a 9 on the Argument FRQ in AP English Language
Here is a source grid template for the technology prompt. Excerpts for a food prompt. While it was created before the release of the locavore prompt, it can be used in conjunction with it. The excerpts invite many different types of food related investigations.
Intelligence Squared on Food View. Kelly Gallagher's Article of the Week View.
Argumentation | Tags | Jerry W. Brown
In this article, Chief Reader David Jolliffe argues that AP students need to make six moves to successfully synthesize: read, analze, generalize, converse, finesse, and argue. Punctuation Synthesis Prompt Suggestions. I hear the words above from Anzaldua every time my classes talk about voice, every time I circle something. I start by reading students several books over the course of a week, asking them what they notice, and charting their thinking. At the end of the week, we start to look for common themes that emerge.
This helps to launch the conversation about our project. Books I have used include:. After we have read the books and discussed themes, I reveal the assignment to the students: they must come up with an idea for our class ASL project and write a persuasive essay about why we should do their project.
I send home a letter to families asking them to have a conversation with their child, and to help them come up with some ideas for our project. Students bring back their ideas and then they choose one to use as the basis for their persuasive essay. This makes the writing so much more purposeful. Students know that they have to convince not only me, but also their classmates, in order to do their project.
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Once all essays have been submitted, I begin the task of choosing five to six for the students to vote on. Life changing! I try to find a nice variety of ideas as well as essays that are well written. After this is done, I read the finalists out loud to the class. I always stress that they are not to tell who wrote what; this needs to be about the project and the writing, not a popularity contest. Once the votes are in, we begin the process of planning and implementing our ASL project.
This project has been a great way for me to get kids engaged, help them find passion, and get them to think outside of themselves.
We have raised money for local animal shelters, sent money to WWF for elephants , made blankets and games for children in local hospitals, and purchased books for children in a nearby school. The reward of seeing my students feel so successful goes far beyond what I could have imagined. I will never teach persuasive writing any other way. This year, she is in a new position: Instructional Technologist K This gives her the unique opportunity to work with teachers and students, district wide, to incorporate technology into their teaching and learning, in ways that engage, enhance, and extend the learning.
She has already already begun to work with multiple classrooms to engage students in blogging, and to help teachers understand the power of this platform. I taught, and maybe thought, about argument as a contest—and so they did too. Our research-argument project, though, requires it. His own point of view shows growth and empathy and an understanding of the complexity of his issue.
But enough of them do that I take notice. Is my thinking about empathy and how to get it wrong? I sat today and looked through my social media feeds. In the last step they are going to produce a piece of civic writing that hopefully achieves their purpose. He is in his twenty-third year of teaching and makes his home in Huntington Woods.
The young lady who made the dramatic pronouncement has the pleasure? That means she did a lot of writing this fall. A crazy amount of writing. All of that writing is paying off—and I think they know it. I always thought I had a lot of writing in my classes. I have been so caught up in the idea that I need to give feedback in order to help them grow, that I thought that meant grading everything. There are plenty of smaller writing activities that I could replicate in each class, and I have different strategies from each class that could be copied and pasted into the other.
What if I did all four things consistently in both classes? A page from my bullet journal. Click the thumbnail to view a larger image. But, my notebooks in Lang are inconsistent. There is one, 4-point, simple scale in my Seminar class. Because my students have worked with that scale all year, it works as shorthand with us now. A 3 scribbled in the margins tells them just as much as a paragraph of feedback. If I could break the scale down for them more and help them see the levels more clearly, I could start using this practice in that class as well. This works really well in AP Lang because sometimes students feel great about one analytical piece and horrible about the next one.
This both removes the pressure and pushes them to be a little more critical of their own writing. Self-Annotation One of the ways I save time prior to writing conferences in AP Lang is by asking the students to annotate their own essays with reflective comments and questions. What were you trying to accomplish with a particular section? Why did you choose one word rather than another? This reflective writing has been absent from my Seminar class, and I think I need to add it.
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