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Review

Review. Guided Readings 9 th /10 th grade? –”Century Quilt” – P. 81 11 th grade – “Evening Hawk” – p. 82-83 12 th grade –”Farewell” –pp. 84-86 More prose: From The Street, pp. 131-133 ?. Go to APCentral. Locate a high student essay for each passage and read the Commentary:

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Review

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  1. Review Guided Readings • 9th /10th grade? –”Century Quilt” – P. 81 • 11th grade – “Evening Hawk” – p. 82-83 • 12th grade –”Farewell” –pp. 84-86 • More prose: From The Street, pp. 131-133 ?

  2. Go to APCentral Locate a high student essay for each passage and read the Commentary: • 2010: Century Quilt” – P. 81 • 2006: “Evening Hawk” – p. 82-83 • 2009: ”Farewell” –pp. 84-86 • 2009: From The Street, pp. 131-133 Survey more questions and do the chart on p. 12 handouts

  3. Topic 9: Taking Your Students to the Top Coaching to the Nines • Review descriptions of best AP writing (Notebook, p. 194 and pp. 195-96) • How can students learn to recognize and demonstrate diction, syntax, rhetoric of proof, essentials of communication? • How can teachers help students learn from the best qualities of “high” essays?

  4. Coaching to the Nines • Turn to “The Great Scarf of Birds” p. 22. • Review the poem and the prompt—noticing the “How,” organization, diction, imagery. • Every AP question requires recognition and discussion of complexity, the “tension of opposites.” • This writer connects tone of essay to attitude of poem’s speaker.

  5. “The Great Scarf of Birds” Essay, pp. 23-24 This writer builds on the tension of opposites: Recognizes Thematic Opposites (Paragraph 1) • “Leisurely, civilized”/ “tiresome and affected” • “overly civilized”/ “affected and weary” • “not worth remembering”/”something to remember” Builds Controlling Idea (Paragraphs 4 and 6) • “Such profundities in the speaker’s own boredom and affected nature simply allow for the birds to become more powerful…” (P 4) • “It takes a spectacular event to make the speaker find ‘something to remember’…” (P 6) Connects to Literary Tension • Wordsworthian Nature vs. Modern Realism (Last paragraph)

  6. “The Great Scarf of Birds” (pp, 23-24) The writer use Organization to reinforce main idea? • Attends to Linear Organization (Narrative Sequence) • “begins” (Paragraph 1) • “first centered on” (Paragraph 2) • “As soon as” (Paragraph 3) • “as the birds move nearer” (Paragraph 4) • Uses Spatial Composition to Build Opposites • “…objects near to the earth” vs. ”raised to the sky” (P 2) • ”golfing environment” (P3 ) vs. “sky” (Bible/science fiction) (P 2) • “man-made, industrial objects” vs. “the great scarf” (P5)

  7. “The Great Scarf of Birds” (pp. 23-24) What effect is created by the writer’s fluid integration of diction and imagery? • Diction and Tone: Opposites • “It’s quite interesting . . ./ “playing golf at Cape Anne” (P 1) • “I lazily looked around” (P 4) vs. “something to remember” (P 6) • Attitudes toward Nature: Romanticism vs. Realism (last paragraph) • Figurative Language: Opposites • From “apples and maples,” to “elms/sky” vases, then “flying birds” (P 2) • Allusions to Bible and science fiction—”lofty and ethereal” (P 4) • From “iron filings” to “ink-stains” to “lady’s scarf”—from earthly to ethereal, though still man-made image (P 5)

  8. Activities Based on 8-9 Essays • “The Great Scarf of Birds” • Look at questions on p. 24, bottom. • What could your students learn from studying this student essay? • “I Stand Here Ironing” • Look at Sample NN, “I Stand Here Ironing,” pp. 128-129. Does this writer address the complexity of the “what”—the mother’s character and attitude toward her daughter. • What did you learn by analyzing Sample NN?

  9. Does the writer address techniques? (“How”) • Resources of Language • Metaphor, especially the iron • Rhetorical questions/a questioning tone • Short, clipped sentences • Parallel structure • Repetition

  10. Does the writer address techniques? (“How”) • Narrative Techniques • Interior monologue/stream-of-consciousness • First-person point of view • Dialogue • Flashbacks and time shifts

  11. Does this writer see tension of opposites? (“What”) • Examples that show mother’s character • Complexity • Ambivalence • Examples that show mother’s attitude toward daughter • Complexity • Ambivalence

  12. What are the Qualities of Best Essays? “The last Night the She lived,” p. 197-200 • Paragraph 1—A throw away • Paragraph 2—Moves from awkwardness of “pathetic fallacy” to authenticity of “Italicized.” • Paragraph 3–Notes metaphor: “Rooms”—the boundary between living and dead • Paragraph 4–Emphasizes feelings of speaker (empathy), not feelings of dying woman • Paragraph 4 –Interprets difficult line correctly, “jealous on her behalf”

  13. Qualities of Best Essays “The last Night the She lived,” p. 197-200 • Paragraph 5—Diction: “a narrow time”; “jostled” • Paragraph 6—Imagery: the “Reed,” pictorial account of her dying • Paragraph 6—Interpretation of difficult line: “awful leisure” of life after loss; “Belief” must “regulate” grief • Paragraph 7–Summarizes by focusing on speaker’s sequential stages of experience: empathy, understanding, acceptance

  14. Qualities of Best Essays “Captain MacWhirr” (Conrad, p. 201-203) Focus on opposites in a complex and ambiguous text: Focus of Question • What?: “attitude of speaker toward MacWhirr” • How?: “techniques used to define MacWhirr’s character” • Challenging Reading Task • MacWhirr’s characterization, p. 201, paragraphs 1 and 2. • Connection of Essay Writing and Close Reading

  15. Sample CCC, p. 203 • Paragraph 1 • “…the author’s attitude...at first glance…does not seem very favorable.” • “However, one sentence of the author’s, in lines 17-19, turns the reader’s whole viewpoint around.” • Paragraph 2: Quotation is the Crucial Point “uninteresting” “actuality of bare existence” vs. “their mysterious side”

  16. Sample CCC, p. 203 Paragraph 3—Shows Opposites/Complexity • Character of MacWhirr • In his “ordinariness lies his unusualness” • “son of a petty grocer”/”ran away to sea” • “irresponsive man”/”an act of God or Fate” • “anti-romantic”/”exalted and slightly exotic” • Attitude of Speaker • “respectful”/ ”faintly amused”

  17. Sample CCC, p. 203 Paragraph 4—Develops Opposites • Character of MacWhirr = Paradox • “ordinary, irresponsive” / humor of watchmaker with hammer and whipsaw • Seems shallow vs. “mysterious side” • no flights of fancy but “enough imagination to go to sea” • Implications of His Connections • What was parents’ role in his running away? • Humanized/made normal by reference to wife

  18. Qualities of Best Essays From “Henry IV, Part 2,” p. 204 Scoring Guideline, p. 205 • What: “King’s thoughts,” esp. contrast • How: How are diction, imagery, and syntax used to convey King’s “state of mind.”

  19. Qualities of Best Essays Strong first sentence . . . P. 206 Defines/qualifies how of prompt: • “high level of diction” • “formal syntax” • “turbulent imagery” Defines/qualifies what of prompt: • “distraught emotional state”

  20. Qualities of Best Essays Paragraph 1, p. 206 • King’s state of mind: “driven to distraction” “insomnia” “begs for sleep” • Diction and Syntax: Skillful integration of terms/text • “addresses sleep formally,” “apostrophe and rhetorical question” • “uses diction” showing “desperation” and “respect” • “syntax” is “complex”; reflects “mounting hysteria” • “breathless periodic sentence” heightens tension • “King loses control,” “adopts “accusatory tone” and diction/syntax convey this attitude with “partial,” “rude” and “low” • colloquial use of “to boot” • Figurative Language: • synechoche: ”Uneasy lies the head that wears a crown.”

  21. Qualities of Best Essays Paragraph 2, p. 206 Imagery: “mirrors King’s increasing turmoil” • King “wistfully” wishes for sleep: “steeping” suggests herbs, drugs • Comparison heightens sense of desire for sleep: King’s “perfum’d chambers” vs. poor subjects’ “lowly pallets”

  22. Qualities of Best Essays Paragraph 2: Most effective image Imagery: “mirrors King’s increasing turmoil” • “sea-boy” in storm—Henry’s “emotions begin to rise out of control” • King “demands why” boy sleeps “in an hour so rude” while he cannot “in the calmest most stillest night” (irony, of course) • Last paragraph—effective conclusion??

  23. Qualities of Best Essays Keats and Frost, “star” poems, p. 207ff • Classroom use: Intimidation? Challenge? Corrective? • College Board Comment, p. 210

  24. Sharing Writing • Find a partner in the room with whom you wish to share your writing. (Your 2011 Exam Study Guide and/or your essay on Question 1, 2, or 3.) • Share and read each other’s writing. • Make only positive statements about a peer’s writing. (Silence also communicates.)

  25. Evaluate Your WorkDoes the Study Guide . . . • Give attention to the HOW, WHAT, WHY of the prompt? • Ask students to read closely, analyze, make notes, and underline key examples? • Ask students to identify devices, apply their definitions to the text, and interpret their effect? • Ask students to identify and state the main ideas and themes? • Lead the student through logical steps of analysis toward a response to the prompt? • Prepare students for writing the prompt on the Question you chose? Go online for Scoring Guides for 2011 Exam. Evaluate essays.

  26. How will you help students improve their writing? • What have you learned with partners? • What have you learned from student essays? • What are your questions? Best insights?

  27. Building Connections Making Connections • Your Unit Themes and Curricular Overviews • Your responses to textbook themes: Literature and Composition

  28. Building Connections Making Connections • Elaboration on Enloe Themes (p.8) • Connecting Unit Themes & AP Tasks (p. 211) • Integrating creative writing: Jago, p.605 and Notebook, p. 212

  29. Duke University TIP AP* Manual • Write or call for information (Identify yourself as my Institute participant; ask for discount.) • Two Syllabi Models • Genre Approach • British Lit: Texts and Traditions(4 Codes) • Study Guides Beowulf, R & G Are Dead, Henry IV, part 1, Saint Joan, Canterbury Tales: Prologue, Links, Selected Tales, Jane Eyre, King Lear, Dubliners, A Portrait of the Artist as a Young Man

  30. Building Connections Group Collaboration: Instruction and Curriculum • Your new ideas, insights, and understandings about how to help students build skills • A new instructional plan you will implement • Revisions to your instructional plan • Themes you will integrate into course

  31. Good Luck and Thanks! Contact me at shumble@nc.rr.com Event Code: 3031106062 Session Code: 04 Consultant Code: 2265

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