College Essay Prompt Rotation

September 29, 2017

Inquiry Question: How can I use narrative techniques in my own writing?

1. News Thread: Grace

2. Share your narrative with a partner. Highlight each other's paper (or comment) on specific narrative techniques that you see. 

3. College Essay: Review scoring criteria 

4.Writing Prompt Rotation

• I am going to show you FIVE different essay prompts (one at a time) from the College Common Application form.  
• When we begin, you will read the prompt and write, write, write for 7 minutes about that subject. No matter what, try to keep writing the whole time!

5. Small group sharing: In groups of three, share the beginning of the essay prompts with your group. Give each other feedback: which essay start do you feel has the potential to be turned into a strong personal narrative? Why?

6. Wrap up and HW:

Which prompt will allow you to share an original, important, or meaningful part of who you are? Will allow you to develop your voice and write your heart out? Has the potential for a clear, focused essay? Based on your gut feeling and the feedback you got today, decide which prompt you are going to develop into your narrative essay. We will be looking at rough drafts THURSDAY of next week.

Next class, we will be doing our summative assessment for In Cold Blood. It will be a close reading activity based on a passage from the book. Please review the Says/Does technique before next time!

Remember to respond on Classroom to Grace's posting. This will be due next class!

"The Flowers" and "The Wig"

Wednesday, September 27th

Inquiry Question: How can I use narrative techniques in my own writing?

1. Opener: Review News Thread Calendar. When are you presenting? Are you clear on expectations? First up is Grace!

2. Imitation Activity: Share out

3. Discuss "The Flowers" and "The Wig"- what did you appreciate about each one? Which did you prefer and why?
*Discussion Questions on Classroom

4. Writing Prompts- 10 minutes on each

For homework, I want you to choose one  of the prompts you started in class to “play” with.

*This is not your college essay! It is an exercise in narrative writing. So take risks, play with the narrative techniques. Make up the story if need-be. Have FUN!

Requirements: Write your story (about a page or two) and label your use of the following--must label at least 5 different narrative techniques.

1. Imagery 5) speed up/slow down the pacing
2. figurative language to describe 6) include dialogue
3. use a symbol 7) play with the chronology (order)
4. create a tone

Studying and Imitating Style

Inquiry Question: How can I improve the style and syntax of my own writing?

1. Opener: Discuss the pieces you read from last night: Which did you like more? Why? What effective narrative techniques did you see in each one? What were the authors’ purposes?

2. Review R.A. rubric: 1-9 scale

3. Review student sample essay for "Holcomb, Kansas" and "The Pie."

• Holcomb, Kansas Essays (High, Mid)
• Note the verbs, the "connective tissue"
• Santa Ana Winds essay (High)
• Sentence structure--parallel and using quotes
• "The Pie" (High, High)
• Both of these essays develop the students' sense of style. Look for voice, style, "showing off" a little in their writing...

4. Review Parts of Speech: No Red Ink

• Class code: Simple Canvas 70

5. Imitation Writing (see classroom)

HW: Read and annotate "The Wig" and "The Flowers" and be ready to discuss next class.

Intro to Narrative Writing

I can identify an author’s use of diction, imagery, symbolism and syntax and interpret how it contributes to the narrative’s meaning.

1. Review Intro Paragraph for "Santa Ana Winds" with a partner. What challenges did you face? Do you feel you were successful in writing a complex thesis?

2. Narrative Writing Techniques (handout)

3. Read and annotate Gary Soto's "The Pie," looking for the following:

-diction (religious, guilty, gluttonous)

-vivid/sensory imagery

-shifts in tone

-symbolism

Complete discussion questions with a partner after you annotate!

4.  Now that you've done a close reading, create a thesis sentence and outline (handout)

5. Wrap up and reflection:

1. “Write” your own essay: Answer the prompt. Compose an intro and first body paragraph (20 minutes)
2. Share your essays with a partner (piece of)
3. Read student sample essays and reflect on “writing about writing”
4. Wrap-Up: What makes effective narrative writing? What works in this pieces of writing?

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Homework:
Read the following two stories (“Eleven” and Half-Broke Horses). Annotate the texts for all their bang-up, impressive narrative techniques going on. Then, write a quick 3-paragraph response to each one:

• What is the author’s purpose (message or point) in writing this story?
• What techniques (writing style, narrative techniques) did the author use in writing this story and how effective were they?
• What is your personal response to the story? Did you like it, relate to it, abhor it….? Explain.

writing?

Says/Does

Obj: I can use the “says/does” technique (identifying the effect of what an element says) to prepare for a close analysis of a text.
1. Review: What makes a strong rhetorical analysis essay?
2. "Fargo" passage- second look

• Review Prompt- what is it asking?
• How does she characterize it?
• What strategies does she use?
• Read the ending- how does this convey her attitude toward the midwest?

3. Writing a complex thesis

Oftentimes, complex texts require a complex thesis.

• Even though______________________, in the end __________________.
• Marquart characterizes the region as_________________ but __________________.
• Marquart characterizes the region as both ___________________ and ________________.
• Marquart contrast the region’s __________________ with the region’s _______________.

4. Says/Does Analysis: "Santa Ana Winds"

HW: Complete Says/Does Analysis

Close Reading of a Passage

Obj: I can trace a particular element of a text (diction, motif, tone, characterization) and determine how that element contributes to the meaning as a whole.

1. Quick write: think of a place where you have spent a lot of time or that holds a lot of meaning for you. Describe that place in a way that might show a reader how you feel about it (without directly stating how you feel about it ) by playing with diction, tone, etc.

2. Close reading of a passage: annotate passage for your thread

• Western terminology--anything that lets you know this place is not east coast
• Sparseness or starkness of the town (*including negations)
• Tone: words that create tone and shifts in tone
• People that help create the setting--how are they characterized and how does it contribute to the description of this town?

3. Writing about writing: read sample writing assignment and make notes on what you notice.

Homework:

1. Look over  your dialectical journals for ICB. Find one or two passages where you feel the language is particularly poignant and read what you wrote about it on the right-hand side. Is there anything else you would add to your analysis of the passage after practicing close reading in class today?

2. For H.W., choose one of these passages (you may add onto it if you need to make it longer, just refer to your books!) and write an analysis of the piece. Try to do what the student did--analyze how Capote wrote what he wrote as well as the effect and intent of the passage.

3. This is posted in Classroom. Due next class. Roughly 2 pages.

News Thread- did everyone sign up? Check to see that you're signed up and take a look at what people are doing for topics!

In Cold Blood Analysis

Obj: I can analyze specific details and major themes from ICB by closely reading the text and using evidence to support my interpretations in a group discussion.

1. Opener: Review below quote and react to it in your journal.

"When Truman Capote's 'In Cold Blood' was first published in 1966, he characterised it as the first "non-fiction novel". What remains remarkable about it, even in a market suffused with narrative history, is Capote's ground-breaking ability to fuse fact with the hard-won skills of fiction. The book – for which he made a reputed 8000 pages of research notes – is plotted and structured with taut writerly flair. Its characters pulse with recognisable life; its places are palpable. Careful prose binds the reader to his unfolding story. Put simply, the book was conceived of journalism and born of a novelist.”- Reviewed for http://www.independent.co.uk/ by Kate Colquhoun

Reflect on the above quote carefully. Do you agree or disagree with Ms. Colquhoun? Did you find examples of the “taut writerly flair” and that its characters “pulse with recognisable life”? Explain.

2. Group work: Discussions and Posters

• 20 minutes to discuss the theme, questions, other ideas, and find relevant passages.
• 10 minutes to make your POSTERS!
• Title (theme)
• Thesis/main point about this theme
• Evidence (direct or indirect)
• Conclusion (making meaning as a whole, readers' reflections, how it fits into overall book)

3. Whole Group Discussion and share out. How does the Epigraph fit Capote's purpose?

4. Review Year Long News Thread assignment and sign up for a slot. Topics are first come, first serve. Please keep in mind that dates WILL change and the calendar will be updated accordingly!

Rhetorical Analysis Diagnostic: Fargo

Monday, September 11th
Obj:  I can write a rhetorical analysis of an essay discussing how an author uses rhetorical techniques to convey his or her meaning.

1. Opening: Quick write: How gritty are you?

Do you agree that having grit is important for success? Why or why not? Write about a time when you were “gritty.” If you can’t think of one, describe what you think being gritty would look like for you this year.

2. Diagnostic: Fargo writing sample (40 Minutes)

Rhetorical Analysis Tips:

• What is rhetorical analysis?
• writing that separates the content (what the passage is about) from the methods (rhetorical strategies)
• Rhetorical analysis = HOW, WHY, SO WHAT
• HOW do the rhetorical strategies help the author achieve his/her purpose?
• WHY does the author choose those strategies for that particular audience and that particular occasion?
• SO WHAT: what is accomplished or created?
• Without these three things, you don't have an analysis!!
• How do I write a rhetorical analysis essay?
• Analyze the prompt to determine what kind of analysis and what effect to address.
• Understand the passage!
• Compose a thesis that states BOTH the techniques the author uses and their effect
• Focus on HOW a technique creates the given effect

3. Year-Long News Thread

1. Read through the expectations for the Year-Long News Thread assignment.
2. Review calendar: when are you scheduled? The calendar is subject to change (snow days, etc!) and we may have to pull in some Thursdays!
3. Presentations can take no more than 10 minutes of class time.

Wrap-Up: Assign groups for ICB discussion. Prepare for in-depth conversation of In Cold Blood next class.

Welcome to AP Lang!

LT: I can identify examples of powerful language an author uses to create meaning in real world examples of text.

1. Introductions and Syllabus
2. How gritty are you?

• https://www.ted.com/speakers/angela_lee_duckworth
• Writing Prompt #1

2. Small groups: review summer news thread activity
In groups of 2-3, share what topics you selected to read about this summer.

1. Topic--what happened--share the big details (neutral tone)
2. Point of View--what points were made the first article? What points were made in the second article? How did they differ? Did they seem fair and objective or slanted and biased?
3. Did either author convince you of their point of view in the end?

3. Individual work: find and seek examples of strong language

1. Now, take some time to look through your articles for particularly poignant words or phrases that help to create a particular point of view
2. We will record these examples of strong language on a class poster

Wrap-up: Questions??

Review HOMEWORK:
→ No new assignment.

→ Next class we will do a rhetorical analysis diagnostic essay.

→ We’ll start with In Cold Blood: writing assignments, analysis questions, close reading, intro to rhetoric

→ Then, a wrap-up with close analysis before we start a narrative writing unit and the college essay