Mr. Eure | Brewster High School
Tag Archives: self-efficacy
May 17, 2013Posted by on
The writing that follows looks a bit strange after it’s been reformatted by WordPress; you’ll find it’s difficult to read the footnotes, and some of the miscellaneous presentation is different. I trust you can manage. This is a copy of what was shared with you through Google Drive, and your job this weekend is to read it.
Your job over the next week is to read everything that starts here:
That is last year’s complicated series of posts on the final essay. You obviously have a different kind of assignment, and one divorced from the toxicity of grades; the process is not all that different, however, and there is a massive amount of help to be had in those posts. Lots of it still applies. You might even note that some of the language has, in fact, already been used on you this year.
Your job is to make your way through everything in that series of posts, including the work from your predecessors in AP Language. This is all you need to pull of the writing goal outlined below. You will receive more student models in class. We’ll also go over the final exam and all its attendant stresses next week.
January 14, 2013Posted by on
Your midterm will be a two-hour examination on Tuesday, January 22nd. The time and location will be posted in various places around the building.
Part 1: Questions on Rhetoric and Style
Note that you can complete the two parts of this exam in any order you wish. The first section asks you to respond to about an hour’s worth of questions on rhetoric and style on the following text:
- Sam Anderson – “Just One More Game…” (original New York Times article)
- Sam Anderson – “Just One More Game…” (Word document)
You will be given a copy of the formatted Word document; you should also set aside time to read the article in its original, online format, because one or two of the QORAS will deal with those interactive elements. It’s also an excuse to play a video game in the middle of an English class.
As you annotate the text, refer back to this last post on rhetorical analysis. Focus on the DAMAGES-specific commentary in that post. My goal is not to trick you with esoteric terms or oblique analysis; I want to see if you can read, parse, and react to a complicated text. You can do that, by the way. You only need to slough off this idea that rhetoric and style are about dissection. It’s a kind of vivisection, if you want to use that metaphor; the text is alive and breathing, and if you cut into it too deeply or repeatedly, you will kill it. (That is a terrible metaphor. Let’s move on.)
You will be able to use your copy of Anderson’s article on the day of the exam. You will also be able to use any notes you’ve taken in your compendium. It would be a waste of time to copy over a thousand definitions or terms, after all; this is really about your use of time and resources, and you’ll still have to condense that preparation into a session of timed writing.
Part 2: Self-Directed Synthesis Argument
This is the evolution of the original synthesis-building assignment: You will construct a prompt on a subject of your choosing, and then you will write a response to that prompt on the day of the exam. Click here to load the folder with all of the synthesis-related materials:
And click here to load the two most important documents from that Google Drive folder:
You’ll need to use both in concert to develop an effective prompt. Of course, you also have model prompts and a week’s worth of class time; you’ll be able to bounce ideas off of me, your peers, and previous iterations of the AP exam.
- You may write the prompt alone or in a group.
- Your prompt must have six or more sources. One of those sources must be visual (e.g., a graph or political cartoon).
- Whether you work alone or in a group, you will write an individual timed response on the day of the exam.
- A copy of the prompt, whether you wrote it alone or with a group, is due on the day of the exam and must be attached to your timed response.
- You must write your timed response in its entirety on the day of the exam. The suggested time is 45 minutes to write and 15 minutes to edit and revise.
- You should not write the response ahead of time; you should, however, plan what you will write.
At the start of Q3, on or around January 28th, you must be ready to defend your writing and prompt-building choices and the process of creating both through metacognition and reflection, respectively. This is not part of the midterm, but you should keep it in mind.
One more thing: Watch this video.