Mr. Nerf's AP Classes at Paxon School for Advanced Studies TeacherWeb Update AP Lang Assignments

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INSTRUCTIONS FOR SUMMER WRITING ASSIGNMENT
DUE 8/18,19
 
DISCLAIMER:  This AP summer assignment has been liberally borrowed from the assignment designed originally by Ms. McElroy and Mr. Fox of Hollis/Brookline High School.  We thank them for their ideas.<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p>
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This summer you are required to read The Autobiography of Malcolm X as told to Alex Haley and complete the rhetorical analysis assignment.  You should obtain your own personal copy of the book so that you can highlight important passages and take notes in the margins.  You must submit the assignment in its entirety on the first day of class.  Examine the directions closely and ask Mr. Nerf or Ms. Sheffler questions before you leave for summer vacation.  If you have questions over the summer, email Mr. Nerf at <A href="mailto:nerfj@duvalschools.org">nerfj@duvalschools.org</A>.  During June 14- 28, Mr. Nerf will be in <?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" /><st1:country-region w:st="on"><st1:place w:st="on">Australia</st1:place></st1:country-region>, so he will be unavailable to answer your questions.<o:p></o:p>
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INSTRUCTIONS for the Rhetorical Analysis<o:p></o:p>
<UL style="MARGIN-TOP: 0in" type=disc>
<LI class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in">Authors/speakers use various rhetorical strategies to influence their audiences.  Being able to analyze these strategies makes us all better readers and listeners.  <o:p></o:p></LI>
<LI class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in">The analysis for each of the following four rhetorical strategies must be at least 250 words.  Total word count: 1,000 words (250 x 4 rhetorical strategies). Include a word count following each analysis and a final word count for the entire analysis with a signed statement certifying that all of the counts are authentic. <o:p></o:p></LI>
<LI class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in">You must analyze the following rhetorical strategies with their designated book sections:                Diction�Chapters 1-4;    Detail�Chapters 5-10;      Appeals�Chapters 11-16;   Tone�Chapters 17-19<o:p></o:p></LI>
<LI class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in">Use the questions from each of the following descriptions as a guide.  You don�t have to answer each question, but consider as many as you feel are appropriate.<o:p></o:p></LI>
<LI class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in">Don�t worry about being �wrong.�  Take chances with your analyses.  Practice makes perfect.  You�ll be doing this sort of thing often throughout the year and on the AP exam.<o:p></o:p></LI>
<LI class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in">Above all, do your own work.  Any evidence of collaboration or plagiarism will result in your assignment receiving a zero.<o:p></o:p></LI>
<LI class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in">The format of this Rhetorical Analysis requires you to use the following form:  Type the Rhetorical Analysis in 12 point Times New Roman.  Double-space the lines. Label each section of the book being analyzed.  Identify each strategy being analyzed in bold letters, and then write your analysis in paragraph form (See the list of strategies that follow for an idea how to format your Rhetorical Analysis). Use plentiful examples from the autobiography to support your analysis.  For each quote, cite the chapter and page number.  Example:   �The more I began to stay away from home and visit people and steal from the stores, the more aggressive I became in my inclinations� (Chapter 1, page19-20).  [Notice how I have punctuated this example.  Follow my example.  A modified version of this format will be required during the year.]<o:p></o:p></LI></UL>
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Use the following descriptions and questions as a guide both for format and content:<o:p></o:p>
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Diction:  The author�s choice of words and how such vocabulary choices contribute to the texture of the selection.  To evaluate diction you must hear the words and feel their effects as they reflect the writer�s vision.  What words does Malcolm choose to use in describing his life�s events?  What words continually emerge?  How do such words contribute to the overall tone of the passage?  Why did Malcolm consciously or subconsciously select certain words to tell his story?  How does the use of his chosen vocabulary affect the reader�s perception of Malcolm X and his message?<o:p></o:p>
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Detail:  The facts, observations, and incidents used to develop the topic and impart voice.  Detail brings life, color, and description focusing the reader�s attention and bringing the reader into the scene.  Detail can also be an understatement by a lack of detail.  What points does Malcolm include in his description of events?  What does he omit?  Which details add meaning and enrich the text?<o:p></o:p>
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Appeals:  Three appeals should be examined:  logos (logic), pathos (emotion), and ethos (credibility).  Writers use appeals to connect with their readers.  In this section, how does Malcolm appeal to the logical side of the reader?  What arguments does he make?  How does he try to evoke an emotional response from the reader?  Lastly, how does he establish his credibility?  In other words, why is he an authority on certain issues?  Why should we listen to him? The following are websites that can be accessed to help you understand the concepts of logos, pathos, and ethos:<o:p></o:p>
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<A href="http://www.rpi.edu/dept/llc/webclass/web/project1/group4/">http://www.rpi.edu/dept/llc/webclass/web/project1/group4/</A><o:p></o:p>
A fun site with imaginative examples to help you understand.<o:p></o:p>
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<A href="http://www.calstatela.edu/faculty/jgarret/3waypers.htm">http://www.calstatela.edu/faculty/jgarret/3waypers.htm</A><o:p></o:p>
A more scholarly approach to the terms, but not too difficult for the average person to understand.<o:p></o:p>
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Tone:  The expression of attitude.  Tone is the writer�s implied attitude toward his subject and audience.  Tone is the hallmark of the writer�s personality and understanding tone is the requisite to understanding meaning.  What are Malcolm�s attitudes toward his experiences during this section of his life?  How does he communicate his feelings?  How does his tone change from previous sections?  The following website will give you plenty of helpful tone vocabulary words to use:  <A href="http://dothgrin.net/tonewords.pdf">http://dothgrin.net/tonewords.pdf</A>  .<o:p></o:p>
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This Rhetorical Analysis is due on the first day of class.  Late assignments will result in a lower grade (50% penalty per day).<o:p></o:p>
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Rhetorical Analysis Rubric<o:p></o:p>
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Minimum Requirements include:<o:p></o:p>
Length�1,000 words (250 words x 4 rhetorical strategies)<o:p></o:p>
Format� Type the Rhetorical Analysis in 12 point Times New Roman.  Double-space the lines. Label each book or section of the book being analyzed.  Identify each strategy being analyzed in bold letters, and then write your analysis in paragraph form (See the instructions of the Rhetorical Analysis for ideas how to format the assignment). Use plentiful examples from the autobiography to support your analysis.  For each quote, cite the chapter and page number.  Example:   �The more I began to stay away from home and visit people and steal from the stores, the more aggressive I became in my inclinations� (Chapter 1, page19-20).  [Notice how I have cited and punctuated this example.  Follow my example.  It will come in handy as the year goes on!]<o:p></o:p>
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The following guide will be used in grading the content of the Rhetorical Analysis.  The guide is based on AP evaluation criteria.<o:p></o:p>
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A�These impressive Rhetorical Analyses meet all length and format requirements.  They are specific and inspired in their analysis and use of evidence.  Rather than pedestrian, obvious commentary, these essays display insightful thinking.  They refer to the work intelligently and they cogently explain how the author�s strategies contribute to the passage.  <o:p></o:p>
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B�These Rhetorical Analyses meet all length and format requirements. They also exhibit effective analysis of the work, but do so with less accuracy and clarity than A-level assignments.  The work tends to be obvious and less impressive.  They adequately analyze how the rhetorical devices contribute to the passage. <o:p></o:p>
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C�These Rhetorical Analyses meet most of the length and format requirements. They attempt to analyze the devices, but respond inadequately.  They may misrepresent the literature, analyze the rhetorical devices inaccurately, or rely too much on simply summarizing or paraphrasing the work.  <o:p></o:p>
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D�These Rhetorical Analyses meet some of the length and format requirements, but they demonstrate little or no success in analysis.  They may substitute simpler tasks for the ones demanded by the instructions.    They generally fail to indicate any real understanding of the rhetorical strategies and their purposes.  These assignments tend to merely consist of summary and paraphrase with no analysis.  <o:p></o:p>
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F�These Rhetorical Analyses fail to meet most of the length and format requirements.  They show only a passing connection to the requirements delineated in the instructions.  In nearly every characteristic, these assignments are not considered acceptable in a high school assignment, much less an AP-level assignment.  Any indication of plagiarism will automatically result in a failing grade.<o:p></o:p>
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TEST ON THOREAU'S WALDEN
BE PREPARED FOR TEST ON 8/18,19

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