English III
Problem/Solution Essay Outline Option
This is an outline option. You are NOT REQUIRED to use this one.
problem_solution_essay_outline.rtf | |
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Vocabulary List 11 - Verbs
1. squander
2. abhor
3. sanction
4. rebuke
5. scrutinize
6. concede
7. flourish
8. undermine
9. induce
10. proliferate
11. condescend
12. denigrate
13. dissipate
14. reciprocate
15. foster
Review words: magnanimous, elite, pompous
2. abhor
3. sanction
4. rebuke
5. scrutinize
6. concede
7. flourish
8. undermine
9. induce
10. proliferate
11. condescend
12. denigrate
13. dissipate
14. reciprocate
15. foster
Review words: magnanimous, elite, pompous
The Red Badge of Courage
Crane, Stephen - The Red Badge of Courage
Vocabulary List 10 - Adjectives
1. capricious
2. dogmatic
3. obstinate
4. prolific
5. surreptitious
6. magnanimous
7. languid
8. eccentric
9. convivial
10. dour
11. eclectic
12. pompous
13. ubiquitous
14. elite
15. boisterous
2. dogmatic
3. obstinate
4. prolific
5. surreptitious
6. magnanimous
7. languid
8. eccentric
9. convivial
10. dour
11. eclectic
12. pompous
13. ubiquitous
14. elite
15. boisterous
"Miniver Cheevy"
Robinson, Edward Arlington - "Miniver Cheevy"
1. Do Miniver Cheevy's problems really stem from his having been "born too late"? Explain. How does the disappointed Cheevy cope with his lot in life?
4. How would you describe the overall tone of the poem? How does the tone shift in the last stanza?
1. Do Miniver Cheevy's problems really stem from his having been "born too late"? Explain. How does the disappointed Cheevy cope with his lot in life?
4. How would you describe the overall tone of the poem? How does the tone shift in the last stanza?
Douglass Antimetabole/Objective Style - Writing Prompt
Tell me a story about some injustice that happened to you. Tell me about some situation where you were treated unfairly. The key to this assignment, though, is to relate the story using a "matter-of-fact," objective style. Use little emotion; allow the story to tell itself, convincing the reader that you were treated unjustly.
Also, use antimetabole somewhere in the first couple of paragraphs to set the stage for your story. The goal of this assignment is to teach you to apply expert strategies to your own writing.
This assignment can be a work of fiction; take it seriously, though.
Also, use antimetabole somewhere in the first couple of paragraphs to set the stage for your story. The goal of this assignment is to teach you to apply expert strategies to your own writing.
This assignment can be a work of fiction; take it seriously, though.
Douglass Antimetabole/Objective Style - Quick Rubric
Douglass – Style Writing Assignment – Quick Rubric
A – Student narrative accurately reflects objective style, allowing the story to “tell itself” matter-of-factly. Student uses antimetabole effectively. Overall, assignment completed proficiently and paper is virtually free of errors.
B – Student narrative partially reflects objective style with some lapses. Student uses antimetabole but effect may be lacking or unclear. Overall, assignment is complete and mostly correct.
C – Student narrative attempts to portray object style and achieves some success. Student may or may not have used antimetabole effectively.
A – Student narrative accurately reflects objective style, allowing the story to “tell itself” matter-of-factly. Student uses antimetabole effectively. Overall, assignment completed proficiently and paper is virtually free of errors.
B – Student narrative partially reflects objective style with some lapses. Student uses antimetabole but effect may be lacking or unclear. Overall, assignment is complete and mostly correct.
C – Student narrative attempts to portray object style and achieves some success. Student may or may not have used antimetabole effectively.
Frederick Douglass Assignment Options
Frederick Douglass - Critical Response Questions
1. Explain the metaphor implied in this line: "It [the battle with Covey] rekindled the few expiring embers of freedom." How is this metaphor related to rebirth? (33 points)
2. At the end of this excerpt, Douglass distinguishes between being "a slave in form" and "a slave in fact." What does he mean, and how does this distinction support the theme of this selection? (33 points)
3. Think about Douglass's purpose in writing this narrative, and consider his stylistic techniques of objectivity and restraint to describe painful incidents. How does Douglass win over an audience that might be uneasy at the idea of a black man fighting a white man? (34 points)
2. At the end of this excerpt, Douglass distinguishes between being "a slave in form" and "a slave in fact." What does he mean, and how does this distinction support the theme of this selection? (33 points)
3. Think about Douglass's purpose in writing this narrative, and consider his stylistic techniques of objectivity and restraint to describe painful incidents. How does Douglass win over an audience that might be uneasy at the idea of a black man fighting a white man? (34 points)
Logical Fallacies
logical_fallacies.ppt | |
File Size: | 360 kb |
File Type: | ppt |
"Because I could not stop for Death"
1. How would you paraphrase the first two lines in a way that emphasizes their irony? What word in line 2 tells you that the tone is ironic?
2. In the second stanza, civility means "polieteness; good manners." How does this kind of behavior on the part of both Death and the speaker extend the irony in the first stanza?
3. Explain the theme of this poem.
2. In the second stanza, civility means "polieteness; good manners." How does this kind of behavior on the part of both Death and the speaker extend the irony in the first stanza?
3. Explain the theme of this poem.
Critical AP Terms
Click here to view the presentation we saw in class.
"The Masque of the Red Death" by Edgar Allan Poe
Poe, Edgar Allan - "The Masque of the Red Death"
"Dr. Heidegger's Experiment" by Nathaniel Hawthorne
Vocabulary List #9
1. obstinate
2. equivocal
3. oblivious
4. disgruntled
5. affluent
6. affable
7. inherent
8. trite
9. mercenary
10. cogent
11. superfluous
12. prolific
13. empirical
14. prevalent
15. complacent
Review Words: alleviate, laud, augment
2. equivocal
3. oblivious
4. disgruntled
5. affluent
6. affable
7. inherent
8. trite
9. mercenary
10. cogent
11. superfluous
12. prolific
13. empirical
14. prevalent
15. complacent
Review Words: alleviate, laud, augment
Thoreau - "Resistance to Civil Government"
thoreau_resistance_to_civil_gov.pdf | |
File Size: | 4855 kb |
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Questions:
1. Identify the opposing ideas AND explain the truths contained in each of these paradoxes:
A) "I saw that, if there was a wall of stone between me and my townsmen, there was a still more difficult one to climb or break through, before they could get to be as free as I was."
B) "I felt as if I alone of all my townsmen had paid my tax."
2. Identify an argument from "Resistance to Civil Government" that you found convincing or disagreed with. Using your knowledge of persuasive devices (ethos, logos, pathos), explain why you found the argument convincing or unconvincing.
1. Identify the opposing ideas AND explain the truths contained in each of these paradoxes:
A) "I saw that, if there was a wall of stone between me and my townsmen, there was a still more difficult one to climb or break through, before they could get to be as free as I was."
B) "I felt as if I alone of all my townsmen had paid my tax."
2. Identify an argument from "Resistance to Civil Government" that you found convincing or disagreed with. Using your knowledge of persuasive devices (ethos, logos, pathos), explain why you found the argument convincing or unconvincing.
AP History DBQ and Long Essay Rubrics
Click here for the rubrics.
Vocabulary List #8
1. facilitate
2. digress
3. mollify
4. waver
5. invigorate
6. augment
7. dispel
8. revere
9. impugn
10. renounce
11. exasperate
12. laud
13.cajole
14. alleviate
15. venerate
Review words: amiable, astute, incorrigible
2. digress
3. mollify
4. waver
5. invigorate
6. augment
7. dispel
8. revere
9. impugn
10. renounce
11. exasperate
12. laud
13.cajole
14. alleviate
15. venerate
Review words: amiable, astute, incorrigible
Thoreau - Walden
walden.pdf | |
File Size: | 4118 kb |
File Type: |
Vocabulary List #7
1. astute
2. contrite
3. rudimentary
4. indigenous
5. concise
6. flamboyant
7. ravenous
8. amiable
9. deleterious
10. evanescent
11. acerbic
12. insipid
13. cognizant
14. incorrigible
15. diligent
2. contrite
3. rudimentary
4. indigenous
5. concise
6. flamboyant
7. ravenous
8. amiable
9. deleterious
10. evanescent
11. acerbic
12. insipid
13. cognizant
14. incorrigible
15. diligent
"Thanatopsis" Assignment
Read the poem "Thanatopsis" by William Cullen Bryant by clicking this link.
Answer the following with thoughtful, detailed answers:
1. Lines 17-30 have a sad, tragic tone. Describe the shift in tone that occurs in line 31. What metaphors and images in this section of the poem reinforce the change in tone?
2. Do you find this speaker's attitude toward death comforting or disturbing, or do you have some other reaction? Explain.
3. How does this poem reveal the Romantic conviction that the universe, far from operating like a machine, is really a living organism that undergoes constant cyclical changes? How does the human speaker feel about this view of the universe?
Resources that may help:
Shmoop overview of "Thanatopsis"
Reading of the poem with video and music - excellent visuals
Answer the following with thoughtful, detailed answers:
1. Lines 17-30 have a sad, tragic tone. Describe the shift in tone that occurs in line 31. What metaphors and images in this section of the poem reinforce the change in tone?
2. Do you find this speaker's attitude toward death comforting or disturbing, or do you have some other reaction? Explain.
3. How does this poem reveal the Romantic conviction that the universe, far from operating like a machine, is really a living organism that undergoes constant cyclical changes? How does the human speaker feel about this view of the universe?
Resources that may help:
Shmoop overview of "Thanatopsis"
Reading of the poem with video and music - excellent visuals
Vocabulary List #6
1. enervate
2. vindicate
3. eradicate
4. adorn
5. indulge
6. ameliorate
7. polarize
8. hinder
9. curtail
10. bemuse
11. embellish
12. berate
13. denounce
14. inundate
15. conciliate
Review words: resilient, archaic, esoteric
2. vindicate
3. eradicate
4. adorn
5. indulge
6. ameliorate
7. polarize
8. hinder
9. curtail
10. bemuse
11. embellish
12. berate
13. denounce
14. inundate
15. conciliate
Review words: resilient, archaic, esoteric
The Devil and Tom Walker
Click here to read the story.
Argument AP Prompts
Choose ONE Of the two prompts below and compose a strong thesis statement.
Compulsory Voting Prompt
Compose a THESIS STATEMENT only for the following prompt:
Vocabulary List 5
1. serene
2. prudent
3. benign
4. vivacious
5. somber
6. esoteric
7. resilient
8. cerebral
9. archaic
10. ambivalent
11. flagrant
12. tranquil
13. candid
14. impartial
15. innate
Review words: atrophy, equanimity, autonomy
2. prudent
3. benign
4. vivacious
5. somber
6. esoteric
7. resilient
8. cerebral
9. archaic
10. ambivalent
11. flagrant
12. tranquil
13. candid
14. impartial
15. innate
Review words: atrophy, equanimity, autonomy
Thesis Statements - Piece by Piece - PowerPoint
thesis_statements_piece_by_piece.pptx | |
File Size: | 91 kb |
File Type: | pptx |
Kennedy Speech - Questions
1. Why is so much of the diction abstract? How do words like freedom, poverty, devotion, loyalty, and sacrifice set the tone for the speech?
2. Do any of the words seem archaic, or old-fashioned? If so, what are they? What is their effect?
3. The speech is a succession of twenty-eight short paragraphs. Twelve paragraphs have only one sentence, eight have two, and six have three sentences. Why do you think Kennedy uses these short paragraphs?
4. The speech has many examples of antithesis in parallel grammatical structures. Identify a couple of examples of these. What does this use of opposites suggest about the purpose of Kennedy's speech? (Reference the "Glossary of Selected Tropes and Schemes" found above for help.)
5. Identify one example of anaphora from Kennedy's speech. What is the effect?
6. Kennedy uses hortative sentences (language that urges or calls to action) in paragraphs 2-21: "let us," "Let both sides." Later, in paragraphs 26-27, he uses the imperative: "ask" and "ask not." What is the difference between the two forms, and why did he start with one and end with the other?
2. Do any of the words seem archaic, or old-fashioned? If so, what are they? What is their effect?
3. The speech is a succession of twenty-eight short paragraphs. Twelve paragraphs have only one sentence, eight have two, and six have three sentences. Why do you think Kennedy uses these short paragraphs?
4. The speech has many examples of antithesis in parallel grammatical structures. Identify a couple of examples of these. What does this use of opposites suggest about the purpose of Kennedy's speech? (Reference the "Glossary of Selected Tropes and Schemes" found above for help.)
5. Identify one example of anaphora from Kennedy's speech. What is the effect?
6. Kennedy uses hortative sentences (language that urges or calls to action) in paragraphs 2-21: "let us," "Let both sides." Later, in paragraphs 26-27, he uses the imperative: "ask" and "ask not." What is the difference between the two forms, and why did he start with one and end with the other?
George Bush - Speech and Critical Response
Read the speech here.
Answer the following prompt in about 1 page. (Can be longer.)
This speech is filled with numerous persuasive devices. Pathos is evident, but how does President Bush balance pathos with both logos and ethos to express his theme that the American people need to be united during this time? Use specific details for support.
Answer the following prompt in about 1 page. (Can be longer.)
This speech is filled with numerous persuasive devices. Pathos is evident, but how does President Bush balance pathos with both logos and ethos to express his theme that the American people need to be united during this time? Use specific details for support.
Vocabulary List 4 - Quiz Friday, 9/30
1. torpor
2. perspicacity
3. dearth
4. enmity
5. equanimity
6. bane
7. cacophony
8. tact
9. felicity
10. atrophy
11. abstinence
12. adulation
13. autonomy
14. accord
15. animosity
Review: hamper, collaborate, bolster
2. perspicacity
3. dearth
4. enmity
5. equanimity
6. bane
7. cacophony
8. tact
9. felicity
10. atrophy
11. abstinence
12. adulation
13. autonomy
14. accord
15. animosity
Review: hamper, collaborate, bolster
Apostrophe Exercise
Topics to Review for ACT Punctuation Test
Set off nonessential elements with commas.
Like a good neighbor, State Farm is there.
Eazy-E, the famous rapper, performed the song "Eazy Duz It."
Mr. De Borde, who was also known to be a big fan of Frank Sinatra, also listens to Rage Against the Machine.
Essential elements are NOT set off by commas!
All students who drive to school need to report to the office.
His idea that we should meet at Cracker Barrel was received with mixed reviews.
If a dependent clause begins a sentence, place a comma after it; if it is at the end of a sentence, no comma is used.
Because he was disruptive, Roberto was sent to the office.
Roberto was sent to the office because he was disruptive.
Use commas to connect two independent clauses connected by a coordinating (FANBOY) conjunction.
Leo ran five miles, for he wanted to get in shape.
Margaret decided to study for her quiz, and it paid off with an excellent grade.
Josh looked for his cell phone in his truck, but Mike had hidden it behind the couch.
Do NOT use a comma with a FANBOY conjunction connecting a compound predicate; make sure there are actually two independent clauses!
Incorrect: Margaret decided to study for her quiz, and complete her math homework.
Correct: Margaret decided to study for her quiz and complete her math homework.
(Note: "...complete her math homework" is not a complete thought; thus, the comma after quiz is not needed.)
Parenthetical comments are set off by double commas when they interrupt the flow of a sentence. When they begin a sentence, place a comma after them; when tacked onto the end of a sentence, place a comma before them.
He was, I figured, not coming to school today, since it was 8:30 and he had not arrived.
Dogs, for example, are known as "man's best friend."
For instance, did you know that Ben Franklin invented the lightning rod?
The best meal the cafeteria serves is beef nuggets, to be sure.
For ACT purposes, think of a semicolon as a seesaw balance; you will have a complete thought on both sides!*
The basketball team played a great game; they did, however, come up a bit short on the scoreboard.
People thought Geoffrey was a good person; perhaps they just didn't know him very well.
Do NOT connect two complete thoughts with JUST a comma!
Incorrect: He drove to Walker Park, he wanted to play some basketball with his friends.
Correct: He drove to Walker Park; he wanted to play some basketball with his friends.
Correct: He drove to Walker Park, for he wanted to play some basketball with his friends.
Correct: He drove to Walker Park. He wanted to play some basketball with his friends.
Make sure you AT LEAST have a complete thought on the left of a colon. Colons often introduce lists.
Incorrect: We all enjoy: swimming, biking, and running.
Correct: We all enjoy swimming, biking, and running.
Correct: We all enjoy the following activities: swimming, biking, and running.
For possessives, determine whether whoever or whatever has the ownership is singular or plural. IGNORE WHAT IS BEING OWNED. Possessive examples:
the kid's toy (one child, add 's)
the kids' toys (multiple children, add an apostrophe to the end)
the group's leader (plural noun that doesn't end in s, add 's)
James's kite (singular noun, one syllable, ends in s, add 's)
Achilles' army (singular sound, multiple syllables, ends in s, add an apostrophe only)
Josh and Joe's vacation (joint possession of the EXACT SAME item)
Josh's and Joe's cars (joint possession of SIMILAR items)
its tail, his arm, her book, the book is hers, the arm is his, whose book, the world is yours, etc. - these all contain possessive pronouns which do NOT utilize apostrophes.
Do NOT confuse certain contractions with possessives.
it's = it is (not the possessive "its")
who's = who is (not the possessive "whose")
you're = you are (not the possessive "your")
While they are not always interchangeable, you can often use parentheses, double dashes, and double commas in the same situations. These are often used to set off extra information that could be left out of the sentence. Dashes also indicate pauses and can function in a manner similar to a period.
Correct: Mr. De Borde - his beard has grown longer than his hair ever did - is an intimidating guy.
Correct: Mr. De Borde (his beard has grown longer than his hair ever did) is an intimidating guy.
Correct: Mr. De Borde is an intimidating guy - his beard has grown longer than his hair ever did.
Like a good neighbor, State Farm is there.
Eazy-E, the famous rapper, performed the song "Eazy Duz It."
Mr. De Borde, who was also known to be a big fan of Frank Sinatra, also listens to Rage Against the Machine.
Essential elements are NOT set off by commas!
All students who drive to school need to report to the office.
His idea that we should meet at Cracker Barrel was received with mixed reviews.
If a dependent clause begins a sentence, place a comma after it; if it is at the end of a sentence, no comma is used.
Because he was disruptive, Roberto was sent to the office.
Roberto was sent to the office because he was disruptive.
Use commas to connect two independent clauses connected by a coordinating (FANBOY) conjunction.
Leo ran five miles, for he wanted to get in shape.
Margaret decided to study for her quiz, and it paid off with an excellent grade.
Josh looked for his cell phone in his truck, but Mike had hidden it behind the couch.
Do NOT use a comma with a FANBOY conjunction connecting a compound predicate; make sure there are actually two independent clauses!
Incorrect: Margaret decided to study for her quiz, and complete her math homework.
Correct: Margaret decided to study for her quiz and complete her math homework.
(Note: "...complete her math homework" is not a complete thought; thus, the comma after quiz is not needed.)
Parenthetical comments are set off by double commas when they interrupt the flow of a sentence. When they begin a sentence, place a comma after them; when tacked onto the end of a sentence, place a comma before them.
He was, I figured, not coming to school today, since it was 8:30 and he had not arrived.
Dogs, for example, are known as "man's best friend."
For instance, did you know that Ben Franklin invented the lightning rod?
The best meal the cafeteria serves is beef nuggets, to be sure.
For ACT purposes, think of a semicolon as a seesaw balance; you will have a complete thought on both sides!*
The basketball team played a great game; they did, however, come up a bit short on the scoreboard.
People thought Geoffrey was a good person; perhaps they just didn't know him very well.
Do NOT connect two complete thoughts with JUST a comma!
Incorrect: He drove to Walker Park, he wanted to play some basketball with his friends.
Correct: He drove to Walker Park; he wanted to play some basketball with his friends.
Correct: He drove to Walker Park, for he wanted to play some basketball with his friends.
Correct: He drove to Walker Park. He wanted to play some basketball with his friends.
Make sure you AT LEAST have a complete thought on the left of a colon. Colons often introduce lists.
Incorrect: We all enjoy: swimming, biking, and running.
Correct: We all enjoy swimming, biking, and running.
Correct: We all enjoy the following activities: swimming, biking, and running.
For possessives, determine whether whoever or whatever has the ownership is singular or plural. IGNORE WHAT IS BEING OWNED. Possessive examples:
the kid's toy (one child, add 's)
the kids' toys (multiple children, add an apostrophe to the end)
the group's leader (plural noun that doesn't end in s, add 's)
James's kite (singular noun, one syllable, ends in s, add 's)
Achilles' army (singular sound, multiple syllables, ends in s, add an apostrophe only)
Josh and Joe's vacation (joint possession of the EXACT SAME item)
Josh's and Joe's cars (joint possession of SIMILAR items)
its tail, his arm, her book, the book is hers, the arm is his, whose book, the world is yours, etc. - these all contain possessive pronouns which do NOT utilize apostrophes.
Do NOT confuse certain contractions with possessives.
it's = it is (not the possessive "its")
who's = who is (not the possessive "whose")
you're = you are (not the possessive "your")
While they are not always interchangeable, you can often use parentheses, double dashes, and double commas in the same situations. These are often used to set off extra information that could be left out of the sentence. Dashes also indicate pauses and can function in a manner similar to a period.
Correct: Mr. De Borde - his beard has grown longer than his hair ever did - is an intimidating guy.
Correct: Mr. De Borde (his beard has grown longer than his hair ever did) is an intimidating guy.
Correct: Mr. De Borde is an intimidating guy - his beard has grown longer than his hair ever did.
Comma Practice
Add commas where needed to the following sentences.
1. The Tennessee Titans an American pro football team are located in Nashville, Tennessee.
2. The Titans previously known as the Houston Oilers began play in 1960 as a charter member of the American Football League.
3. The Oilers were champions in the AFL's first two seasons and they joined the NFL as part of an AFL/NFL merger in 1970.
4. The Oilers relocated to Tennessee in 1997 and they were known then as the Tennessee Oilers.
5. After they played two seasons the Oilers changed their name to the Tennessee Titans which is the name they are still known by today.
6.Except for some minor changes, their logo which was an oil rig derrick stayed the same until 1999.
7. Some great franchise running backs include Earl Campbell Eddie George and Chris Johnson.
8. Mike Keith is the team's radio announcer and former tight end Frank Wycheck provides color commentary.
9. Die-hard fans never fear for the Titans will eventually win a Super Bowl to add to their AFL championships; what a glorious wonderful day that will be!
10. Steve "Air" McNair is my favorite Titan ever but Warren Moon is probably the greatest franchise quarterback.
11. George Blanda was a quarterback and a kicker Ken Houston was a safety and Mike Munchak was an offensive lineman; all of these players in addition to Bruce Matthews Earl Campbell Warren Moon and others are in the Pro Football Hall of Fame.
1. The Tennessee Titans an American pro football team are located in Nashville, Tennessee.
2. The Titans previously known as the Houston Oilers began play in 1960 as a charter member of the American Football League.
3. The Oilers were champions in the AFL's first two seasons and they joined the NFL as part of an AFL/NFL merger in 1970.
4. The Oilers relocated to Tennessee in 1997 and they were known then as the Tennessee Oilers.
5. After they played two seasons the Oilers changed their name to the Tennessee Titans which is the name they are still known by today.
6.Except for some minor changes, their logo which was an oil rig derrick stayed the same until 1999.
7. Some great franchise running backs include Earl Campbell Eddie George and Chris Johnson.
8. Mike Keith is the team's radio announcer and former tight end Frank Wycheck provides color commentary.
9. Die-hard fans never fear for the Titans will eventually win a Super Bowl to add to their AFL championships; what a glorious wonderful day that will be!
10. Steve "Air" McNair is my favorite Titan ever but Warren Moon is probably the greatest franchise quarterback.
11. George Blanda was a quarterback and a kicker Ken Houston was a safety and Mike Munchak was an offensive lineman; all of these players in addition to Bruce Matthews Earl Campbell Warren Moon and others are in the Pro Football Hall of Fame.
Questions for Book Chapter: "Give Me Liberty or Give Me Death" (from Founding Myths by Ray Raphael
Thomas Jefferson Assignment
Jefferson, Thomas - The Declaration of Independence
Complete questions 2, 5, and 7.
Complete questions 2, 5, and 7.
Patrick Henry Assignment
Wirt, William - "Speech to the Virginia Convention" (attributed to Patrick Henry)
After reading the speech, find at least 7 examples of persuasive devices (ethos, logos, pathos, etc.) and other resources of language (metaphor, allusion, etc.) the author uses to persuade his audience. More importantly, EXPLAIN THE EFFECT of each device you found.
After reading the speech, find at least 7 examples of persuasive devices (ethos, logos, pathos, etc.) and other resources of language (metaphor, allusion, etc.) the author uses to persuade his audience. More importantly, EXPLAIN THE EFFECT of each device you found.
Thomas Paine Assignment
Franklin's Autobiography with Assignment
Franklin, Benjamin - The Autobiography (excerpt)
Exit slip: In a paragraph or two, discuss a couple of ways that Franklin's work exemplifies rationalist ideas.
Exit slip: In a paragraph or two, discuss a couple of ways that Franklin's work exemplifies rationalist ideas.
Vocabulary List 3
1. quell
2. enumerate
3. acclaim
4. vilify
5. persevere
6. hamper
7. extol
8. collaborate
9. exacerbate
10. reiterate
11. patronize
12. juxtapose
13. impede
14. daunt
15. bolster
REVIEW WORDS: impetuous, prosaic, clandestine
2. enumerate
3. acclaim
4. vilify
5. persevere
6. hamper
7. extol
8. collaborate
9. exacerbate
10. reiterate
11. patronize
12. juxtapose
13. impede
14. daunt
15. bolster
REVIEW WORDS: impetuous, prosaic, clandestine
Equiano Assignment
Equiano, Olaudah - "The Interesting Narrative of the Life of Olaudah Equiano"
Do questions 1-4, 8, and 10
Vocabulary List 2 - Quiz Friday, 8/19
1. mediocre
2. haughty
3. conscientious
4. impetuous
5. judicious
6. vindictive
7. despondent
8. garrulous
9. adept
10. clandestine
11. urbane
12. fatuous
13. prosaic
14. earnest
15. pragmatic
Review words: euphemism, anecdote, paradox
2. haughty
3. conscientious
4. impetuous
5. judicious
6. vindictive
7. despondent
8. garrulous
9. adept
10. clandestine
11. urbane
12. fatuous
13. prosaic
14. earnest
15. pragmatic
Review words: euphemism, anecdote, paradox
William Bradford - excerpt from Of Plymouth Plantation
Bradford, William - Of Plymouth Plantation (excerpt)
Critical Thinking Questions (adapted from #3 & #4, p. 127 in text.)
3. At what points in his history does Bradford give inner, spiritual significance to outward events? (Clearly identify and discuss at least 2 of these.)
4. Consider the treaty drawn up with Chief Massasoit (Chapter 11, pp. 126-127) and explain whether or not you feel its terms were equally favorable to both parties. What seems to be Bradford's attitude toward the Wampanoag?
3. At what points in his history does Bradford give inner, spiritual significance to outward events? (Clearly identify and discuss at least 2 of these.)
4. Consider the treaty drawn up with Chief Massasoit (Chapter 11, pp. 126-127) and explain whether or not you feel its terms were equally favorable to both parties. What seems to be Bradford's attitude toward the Wampanoag?
Honors Vocabulary Master List
Modes of Development PowerPoint
modes_of_development.pptx | |
File Size: | 85 kb |
File Type: | pptx |
Close Reading PowerPoint
close_reading.pptx | |
File Size: | 81 kb |
File Type: | pptx |
glossary_of_selected_tropes_and_schemes.pdf | |
File Size: | 434 kb |
File Type: |
Thesis Statement PowerPoint
Click here to access the thesis statement presentation we used in class.
Introductions Powerpoint - Click Below to Download/View
introductions__1_.ppt | |
File Size: | 875 kb |
File Type: | ppt |
AP Fall Break Assignment
Read the following speeches:
JFK's Inaugural Address
George W. Bush's Post-9/11 Speech to Congress - 9/20/01
Also, reference the "Glossary of Selected Tropes and Schemes" file on the right side of the screen.
Answer the following questions with thoughtful, detailed responses:
Kennedy speech:
1. Why is so much of the diction abstract? How do words like freedom, poverty, devotion, loyalty, and sacrifice set the tone for the speech?
2. Do any of the words seem archaic, or old-fashioned? If so, what are they? What is their effect?
3. The speech is a succession of twenty-eight short paragraphs. Twelve paragraphs have only one sentence, eight have two, and six have three sentences. Why do you think Kennedy uses these short paragraphs?
4. The speech has many examples of antithesis in parallel grammatical structures. Identify a couple of examples of these. What does this use of opposites suggest about the purpose of Kennedy's speech? (Reference the "Glossary of Selected Tropes and Schemes" found above for help.)
5. Identify one example of anaphora from Kennedy's speech.
6. Kennedy uses hortative sentences (language that urges or calls to action) in paragraphs 2-21: "let us," "Let both sides." Later, in paragraphs 26-27, he uses the imperative: "ask" and "ask not." What is the difference between the two forms, and why did he start with one and end with the other?
Bush speech:
7. How does President Bush convey the idea that the terrorist attacks were, in a sense, a worldwide tragedy, not just an American one?
8. What does the president mean when he talks about the terrorists' desire to end Americans' "way of life"? What other groups in history does he say were also opposed to American values, and what is the effect of mentioning these other groups?
9. President Bush opens and closes his address by remembering two heroes of September 11. Who are they, and why do you think President Bush does this?
Both speeches:
10. Identify the elements of the Rhetorical Triangle for both speeches.
11. In a couple of paragraphs, compare and contrast these speeches. Consider rhetorical strategies, tropes and schemes, persuasive devices, diction, purpose, tone, etc. (You do not have to discuss all of these elements; this is a suggested list.)
JFK's Inaugural Address
George W. Bush's Post-9/11 Speech to Congress - 9/20/01
Also, reference the "Glossary of Selected Tropes and Schemes" file on the right side of the screen.
Answer the following questions with thoughtful, detailed responses:
Kennedy speech:
1. Why is so much of the diction abstract? How do words like freedom, poverty, devotion, loyalty, and sacrifice set the tone for the speech?
2. Do any of the words seem archaic, or old-fashioned? If so, what are they? What is their effect?
3. The speech is a succession of twenty-eight short paragraphs. Twelve paragraphs have only one sentence, eight have two, and six have three sentences. Why do you think Kennedy uses these short paragraphs?
4. The speech has many examples of antithesis in parallel grammatical structures. Identify a couple of examples of these. What does this use of opposites suggest about the purpose of Kennedy's speech? (Reference the "Glossary of Selected Tropes and Schemes" found above for help.)
5. Identify one example of anaphora from Kennedy's speech.
6. Kennedy uses hortative sentences (language that urges or calls to action) in paragraphs 2-21: "let us," "Let both sides." Later, in paragraphs 26-27, he uses the imperative: "ask" and "ask not." What is the difference between the two forms, and why did he start with one and end with the other?
Bush speech:
7. How does President Bush convey the idea that the terrorist attacks were, in a sense, a worldwide tragedy, not just an American one?
8. What does the president mean when he talks about the terrorists' desire to end Americans' "way of life"? What other groups in history does he say were also opposed to American values, and what is the effect of mentioning these other groups?
9. President Bush opens and closes his address by remembering two heroes of September 11. Who are they, and why do you think President Bush does this?
Both speeches:
10. Identify the elements of the Rhetorical Triangle for both speeches.
11. In a couple of paragraphs, compare and contrast these speeches. Consider rhetorical strategies, tropes and schemes, persuasive devices, diction, purpose, tone, etc. (You do not have to discuss all of these elements; this is a suggested list.)