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ISBN 1-928741-31-2
List Price: $24.95
This spiral notebook has been created
to be used as a complement to the already existing excellent English AP
Language and Composition classes throughout the United States.
Designed to meets the needs of the NEW English AP Language and Composition
Class, the skills of rhetorical analysis (evaluating argumentation/persuasion),
synthesis (being able to form an opinion after researching various writers'
stances on similar controversial topics), and argumentation/persuasion
(writing various types of argument-persuasion) are addressed in separate
chapters.
This workbook is also designed
to be used as a personal writing portfolio. This means it is filled
with the students' best writing. To do this I have the students complete
the tasks described in this workbook on a separate sheet of paper.
Then I have them turn their work in to me for a grade. After that
they correct their work and rewrite it in the spaces provided in
this workbook. By the end of the year, they will have a personal
record of their writing progress, and a personal study guide for the real
exam!
Outline of Typical Assignments
for a Three Week Period
1. Timed Tests - I usually
have 2 timed tests in the three week period.
2. Reading - Complete the
assigned reading. This is one longer work or several shorter works
(approximately 300 pages).
3. 15 Rhetorical Terms
- master fifteen rhetorical terms with examples from your assigned reading.
4. 15 Rhetorical Issues
- make fifteen entries in the Synthesis Chapter.
5. Write a 700 word drafted
paper on how your assigned author develops a stance on one issue.
Later in the year, when students have had a chance to become more informed
through reading, they will actually write an argument following three models.
My students finish the year by writing a 10 page research paper.
A detailed description of the unit can be found in the School House
Books Writer.
Timed Writing
This notebook has thirty-four Timed
Writing Assignments. Use these throughout the year to test how well
they have mastered the skill you are teaching. For instance, after
teaching them how allusions are used by writers, have them take the timed
test starting on page eighteen. Or after teaching them how to evaluate
an argument, you might have them take the timed test on persuasion located
on page 120.
I have the students write the
timed test on a separate sheet of paper and turn that in for a grade (collecting
forty 214 page workbooks would be way to cumbersome). After I mark
their paper up with comments, I have them write these comments in
their own words in Chapter Three "Rules for Writing" (page 126).
Then they need to rewrite the parts that need improvement on that same
sheet of paper and get that approved by the teacher. When all is
approved, they write to final copy in the space provided in this workbook
for the specific test assigned.
15 Rhetorical Terms
As you read, note the rhetorical
devices used by the writer. Find the device listed in Chapter two.
Highlight the definition. Complete the assignments listed on page
sixteen.
15 Rhetorical Issues
Locate excerpts of at least two paragraphs
in length from your assigned reading that illustrate some kind of rhetorical
issue. Locate the name of your rhetorical issue on page 193 of Chapter
six. Close read the excerpt that addresses your issue to determine
its focus. The exemplification that is accompanied with the subject
starting on page 193 will help in determining the focus of your excerpt.
Complete the assignments listed on page 171.
700 Word Drafted Paper:
Evaluate an Argument
Have the students write a 700
word drafted paper on how the assigned author develops a stance on one
issue. After making comments and grading the paper, have the students
write these comments in their own words in Chapter Three "Rules for
Writing" (page 126). Then they need to rewrite the parts that need
improvement on that same sheet of paper and get that approved by the teacher.
When all is approved, they write the final copy in the proper space in
the Synthesis Chapter.
OR
700 Word Drafted Paper
Write an Argument
Have the students write three 700
word drafted papersóone each three week period. One paper should
use the Aristotle model to write an argument. One paper should use
classical arrangement to write an argument Another paper should
use the Rogerian model to write an argument After making comments
and grading the paper, have the students write these comments in
their own words in Chapter Three "Rules for Writing" (page 126).
Then they need to rewrite the parts that need improvement on that same
sheet of paper and get that approved by the teacher. When all is
approved, they need to write the final copy in the proper space in the
last Chapter.
Table of Contents
Chapter
One: Close Reading and Reflective Thinking
This chapter includes an article by Mortimer Adler called "How to Mark
a Book," a section that explains How to Write Any Rhetorical Analysis Essay,
and a chance to practice Marking Up and Writing the Analysis of Editorial
from the Iowa City Press.
Chapter
Two: A Glossary of Rhetorical Terms
This chapter defines over 50 rhetorical terms and strategies. Students
are asked to master these terms as they appear in their assigned reading.
Mastery takes place when they can (1.) embed quotes with explanations about
how the term creates meaning in the example provided, (2.) write their
own sentences as an example of each rhetorical device, eventually emulating
some of those that better fit their own style of writing, and (3.) find
more quotes, writing down examples of these terms as they appear in the
literature assigned.
Also included in this chapter are 17 timed essay tests. Each one
is preceded with sections for marking up the passage, a Checklist to specifically
guide the reading, writing, and grading of each essay, and space to write
the essay.
These tests ask the students to mark up and write abut each of the following:
Henry David Thoreau's Use of
Allusion, Henry David Thoreau's Use of Analogies, John F. Kennedy's Use
of Anaphora , President Lincoln's Use of Coherence in "The Gettysburg Address,"
Henry David Thoreau's Use of Cultural Criticism, Nathaniel Hawthorne's
Use of Damning with Feint Praise in "The Customs House," Henry David
Thoreau's Use of Definition, Pope John Paul's Persuasive Diction, Henry
David Thoreau's Use of Exposition, Henry David Thoreau's Use of Imagery,
Henry David Thoreau's Use of Inspirational Prose, Henry David Thoreau's
Use of Memoir/Autobiography, Henry David Thoreau's Use of Nature Writing,
Henry David Thoreau's Use of Paradox, Henry David Thoreau's Use of Parables/Exempla,
Henry David Thoreau's Use of Persona/Voice, and Henry David Thoreau's Use
of Persuasion.
Chapter
Three: Rules for Writing
Improvement
is the expected goal in any writing program. To improve faster, students
can use this area as a journal to track their personal style. Write
down the weaknesses discovered, comments made, or insights about better
writing that were discovered after each writing assignment. Then
incorporate these changes into the next writing assignment to improve your
writing style.
Chapter
Four: Evaluating and Argument
This chapter has the following sections:
1. How to Evaluate the
Appeals Made in an Argumentation/Persuasion Excerpt.
2. More Help Evaluating
Logical Appeals: Marking Up/Summarizing "The Method of Scientific Investigation"
by Thomas Huxley.
3. More Help Evaluating
Logical and Emotional Fallacies: Marking Up/Evaluating Mark Twain's Conscious
Use of Fallacies in " The Art of Lying."
4. More Help Evaluating
Ethos: Marking Up/Evaluation the Conscious Creation of a False Ethos in
Nixon's Resignation Speech.
5. Marking Up/Evaluation
the Logos, Pathos, and Ethos in Patrick Henry's Speech.
Chapter
Five: The Art of Synthesis
This chapter begins by using Kate
Chopin's "The Story of an Hour" to practice writing embedded quotes.
Space is then provided for practicing the art of synthesis (being able
to form an opinion after researching various writers' stances on similar
controversial topics).
Chapter
Six: Writing the Argument
This chapter, devoted to writing
argumentation/persuasion, begins with a list of possible topics, accompanied
by a discussion of the importance of that issue. This is followed
by a list of longer works of nonfiction and a a list of shorter works of
nonfiction that will be used to select evidence for the argument.
Then an outline is provided for three types of argument: (1.)
Using the Aristotle Model to Write an Argument. (2.) Using
Classical Arrangement to Write an Argument , and (3.) Using
the Rogerian Model to Write an Argument. Space is provided
after each outline to write the timed essay in class. |