Mr. James Cook's AP English Language Policies

1. Know the policies that are in the Compass.

2. Show respect, take responsibility, try hard, have integrity, be engaged

·   This is a college-level class. If you act like a young adult I will treat you that way, at least as much as I am able to do within the confines of a high school. Show respect for yourself, each other, me, other teachers, administrators, staff members, the room (including desks, floors, walls, etc.), and the equipment (books, etc.)

·   Take responsibility for your own education and behavior. In an AP class this means using all the resources at your disposal to demonstrate a mastery of skills and information. Off task behavior is simply unacceptable.

·   Put forth a good faith effort especially when tasks are particularly difficult.

·   Don't copy other people's work. Don't plagiarize. In other words don't cheat. And don't make up fictional excuses. In other words don't lie.

·   I promise to work hard to make sure lessons are purposeful and relevant to your life. If you can read well, write well, and think critically you will have more control over your own life. I can help you with that. I also promise to work hard to make sure we read, write, and think about big questions that human beings have long been concerned with, especially this one: How do people respond to trauma, injustice, and wrongdoing? In return I ask that you engage with the work we do in class and the work I ask you to do outside of class.

3. Staying organized

·          A large three-ring master binder in which you will keep unit binders/folders from completed units and graded processed papers, projects, tests, quizzes, and homework from completed units. (Keep processed papers and projects for the entire year. Keep graded tests and quizzes for the semester. Keep returned homework assignments for the term.)

·         (Optional but recommended.) Smaller three-ring binder, pocket folder, or manila folder for each unit. I recommend using smaller binders for units so you can bring that binder to class every day but leave the heavy master binder at home.

·          The folder or binder you bring to class daily should contain a source of paper.

·          You will also be responsible for bringing whatever book(s)/text(s) we are reading to class each day.

·          Use your school handbook to record homework assignments. Homework assignments are written on the right side of the whiteboard at the front of the class.

4. Grading

30% UNIT-WORK GRADES (Formative Assessments)

These assignments assess your learning along the way.

·          This category consists of reading check quizzes (Did you read and understand?), vocabulary homework (Are you learning the words?), Collins writing types 1 & 2, blog/forum comments, steps in the writing process (pre-writing, drafts, reflections), open response writing, some student-led discussions, some teacher-led discussions, group activities, practice AP questions, etc.

·          Individual assignments (of the type cited above) will be graded using the following system:

The work is considered advanced (90-100, A-range, check-plus) if the work is complete and shows exceptionally thorough and thoughtful understanding of concepts and mastery of skills; the work is considered proficient (80-89, B-range, check) if the work is complete and meets expectations by showing sufficient understanding of concepts and mastery of skills;  the work needs improvement (65-79, C/D-range, check minus, 2 on 4-point unit) if the work is nearly complete and/or shows partial understanding of concepts/skills; the work triggers a warning (<65, F) if the work is incomplete and/or shows little to no understanding of concepts/skills.

70% END-OF-UNIT ASSESSMENT GRADES (Summative Assessments)

These assignments assess your learning after a process of learning, practice and feedback.

·          Grades on unit tests, unit projects, and papers for which you are expected to write more than one draft will be worth 200 points.

·          Grades on content quizzes, single-draft take-home essays, in-class timed essays, some graded discussions, etc. will be worth 100 points.

·          Grades on independent reading products (notes, passage responses, papers) will vary in weight over the course of the year.

·          These assignments will be graded using rubrics, including nine-point the AP English Language rubric, six-point SAT essay rubric, four-point MCAS-style response rubric, discussion rubrics, and others that students will become familiar with throughout the year.

  

Note: Keep all graded or checked work in your binder or folder. Formal papers and major projects should be kept for the entire year. Graded tests and quizzes should be kept for the semester. Checked homework assignments should be kept for at least the term.

               

5. Late work

Unit Work (especially homework)

·         Unless you are informed otherwise, homework that is completed late but before the end of the unit will be accepted but for reduced credit. (The grade will be reduced from advanced to proficient, proficient to needs improvement, or needs improvement to warning.)

·         Unless you are informed otherwise, homework that is completed after the end of the unit will not be accepted.

 

End-of-Unit Work (especially papers and projects)

·          If you are between one and five school days late with an end-of-unit assessment your grade on that paper or project will be reduced by ten points.

·          If you are more than five school days late with an end-of-unit assessment you may receive a passing grade (65) on that paper or project if you discuss the lateness with me , you turn the assignment in a week or more before the end of the term, and the work meets requirements.

·          Not doing an end-of-unit assessment is not an option.

6. Tardiness and Truancy from Class

·          If you are late to class (meaning you arrive at your desk after the bell and after I have begun the day's lesson) you may be asked to stay after school.

·          If you are late by more than seven minutes you will be marked absent from class. This is school policy as set forth in the student handbook.

·          If you are discovered to have skipped class a zero will be added to your unit-work grade. (This consequence is in addition to the consequences outlined in the student handbook.)

7. Absences and make-up work

·          Work missed due to absences is your responsibility. The absence policy for GHS is outlined in the Compass.

·          On the day you return to class, you will be expected to take tests, quizzes, participate, and turn in any assignments that are due on the day of return or had been due during your absence, so long as the due date was announced or posted before your absence.

Note:  These policies are subject to change.  All changes will be announced in class.  Students will cross out the changed language and write in the new.

8. Class Blogs & Emails

·          The class blog can be found at http://apenglangghs2015.blogspot.com.

·          The class Moodle site can be found at http://imoodle.imgsoftware.com/gloucester/

·          Mr. James Cook’s staff website can be found at https://sites.google.com/a/gloucesterschools.com/jcook/

·          Email questions to jcook@gloucester.k12.ma.us

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After reading the policies, use the comment box below to write your first name and last initial followed by the sentence "I understand Mr. James Cook's AP English Language policies."

Ask me questions if you have questions.

Summer Session #3: Present Shock

Summer Session #3: Present Shock

If you were unable to attend today's summer session, read the summary of the class below and then complete the assignment that follows the summary.

Part Zero:
Before we started I wanted to make sure everyone understands that there are three major types of writing that are required on the AP English Language exam:
(1) rhetorical analysis essay (in which you analyze how the writing contributes to the purpose; in other words, how a writer makes an argument) 
(2)  argument essay (in which you develop and support a position on an issue by using experiences, observations, and/or prior learning)
(3) synthesis essay (in which you develop and support a claim by synthesizing ideas and information from multiple sources)

We have practiced each of these types of writing this summer. If asked could you explain how each activity you've done this summer prepares you to effectively write one or more of the essays listed above? 

Part One: working in groups to understand the parts of the argument
We split into five groups. Each group focused on one of the sections of Present Shock: "Narrative Collapse," "Digiphrenia," "Overwinding," "Fractalnoia," and "Apocalypto." Then presented three things: five major points (or claims) made in the section, a passage that the group thought was exceptionally effective in developing a claim, and a stylistically interesting sentence.

Part Two: working as a class to understand how the parts of the argument fit together
This was the longest part of class. Each group presented the major claims made in its section and how those claims were developed and supported. Then, we began to make connections between the parts of the argument by answering the question: what do the parts have to do with the concept of "present shock"? And, what do the parts in one section have to do with the parts in a different section?

We also wrote down ideas we heard during the group presentations and added them to the summaries of the argument that we did at home.

Part Three: responding to an argument that we understand
(We actually did this between parts one and two because I wanted to do it before a couple people left, but I had intended this as part three.)

We read a response by a man named David Phillips to Douglas Rushkoff's concept of "present shock". Here's the response:

I'm convinced that "present shock", like so many other unnecessary criticisms of modern information technology, is a misinterpretation of today's youth, and today's lifestyles by today's adults. People who have grown up connected generally see no problems with the changes that internet technology have brought about, and it seems that all of the counterarguments come from people who didn't experience personal development in stride with technological development. Of course there are downsides to internet culture, but downsides come with every culture. Frankly, it's patronizing for a relatively novice internet user to offer critique to other people's lives.

We discussed the validity of Phillips response and the accuracy of his understanding of Rushkoff's arguments. Then at different points throughout the morning we offered our own responses to parts of Rushkoff's argument. What parts rang true? What parts related to our own experiences? What parts did not?

Part Four*: How is style significant?
I noticed that some of you struggled to write about the style of the first two books, so I thought we'd end by practicing this a bit more.

So we started by analyzing Rushkoff's use of memorable words and phrases to summarize complex ideas: "the short forever," "digiphrenia," "fractalnoia," and "present shock" (the title itself). We were able to explain how the short phrases and made-up words (neologisms) could be broken into pieces and how those pieces could be used to explain key concepts in Rushkoff's argument.

Then we analyzed a single sentence from the book. We noticed that the sentence consisted of several key elements: (1) a statement followed by a conclusion (x therefore y), (2) several forms of punctuation that indicated pauses and turns in the sentence (commas and a dash), (3) a list offering specific examples, and (4) repetition at the end. We talked about how each aspect of the sentence style was significant.

Then we tried writing a sentence of our own--about anything we wanted--in which we used each of the four elements listed above.

Part Five:Wrapping Up
Schoolwide Summer Reading
Then, at the very end I reminded people about the schoolwide summer reading assignment. (Click here for more.) And you then reminded each other about the "summer reading ticket," which I promised to post a link to: here it is.

Rhetorical Analysis Web
I also let you know that the next assignment will something called a "rhetorical analysis web." This will be a way of assessing how well your able, first, to understand an argument made by a book and, second, to explain how aspects of the book contribute to the argument.

Soon I'll be sending more information about this assignment which will be due at the beginning of the second week of school

Late Work
Any summer work you have not yet submitted is due on or before the first day of class. Nothing turned in after the first day of school will be accepted for credit.

Additional note: any work turned in after this week will be graded without teacher comments.


ASSIGNMENT FOR STUDENTS UNABLE TO ATTEND TODAY'S SESSION
1. Write a response to David Phillips that synthesizes your understanding of his comments with your careful reading of Present Shock and with your own experiences and observations of digital technology. Be thoughtful. Be persuasive. Convince me with logical development and supporting detail.

2. Write a sentence of your own that includes the four elements described above in "part four".

Post the response and the sentence in the comment box below.

WHAT YOU MUST DO AFTER YOU FINISH READING PRESENT SHOCK AND BEFORE COMING TO THE HIGH SCHOOL ON AUGUST 20.

Respond to the two following rhetorical analysis prompts.

#1: Persuasive Writing Style

Find three passages in the book (one from the beginning, one from the middle, and one from the end) that reveal Douglas Rushkoff's writing style. Consider some of the following: word choice (including a mix of neologisms and precise, sophisticated vocabulary--look up words if necessary), sentence structure (including a variation of simple and complex sentences), also including various kinds of listing), chapter structure (look at the beginnings and ends of chapters, consider his use of transitions), use of supporting detail (sometimes with quick references, sometimes with elaborate descriptions and explanations) and tone (one person describes the tone--the author's attitude--as "concerned": do you agree? How would you describe the tone particularly in the passages you've chosen?). Analyze how the style of language Rushkoff uses in the three passages contributes to the effectiveness of the passages in developing the argument Rushkoff is making.

2#: Supporting and Developing an Argument

This year you will be asked to support and develop observations using personal experience, observations, and study. Rushkoff supports and develops his arguments in each of these ways. Find a passage that shows Rushkoff supporting his argument using personal experience. Find another passage that shows Rushkoff supporting his argument using his direct observations of other people or phenomenon in our culture (TV, for example). Finally, find a third passage that shows Rushkoff using research to support his argument. Explain--with close attention to particular details and language choices--how the passage supports and develops Rushkoff's claims. Also, analyze the effectiveness of each passage in supporting a particular point (or points) that Rushkoff is making.

***

Then, respond to this multi-part argument prompt.

(1) Write an accurate and complete summary of the argument Rushkoff presents in each section of the book. (This will probably take the form of five paragraphs--probably more than 300 words.) (2) Then explain how the five sections fit together to make a coherent overall argument. (This will be another paragraph. Remember grown-up, college-level expository paragraphs tend to be at least seven sentences long.) (3) Finally, quote some part of Rushkoff's argument that you disagree with. Write an argument essay (in which you develop and support your critique of the quotation. (The argument will be about 500 words or so. Don't waste words. Make sure your support is vivid and your explanations are sharp.)

***

Set your responses up like this:

Your name

My name

Class

Date

Three Responses to Present Shock by Douglas Rushkoff

(1) Copy the rhetorical analysis prompt you are responding to here.

Put the passages you are responding to in here. Make sure you include the page numbers.

Write your (approximately 300 word) response here.

(2) Copy the second rhetorical analysis prompt you are responding to here.

Put the passages you are responding to in here. Make sure you include the page numbers.

Write your (approximately 300 word) response here.

(3) Copy the argument prompt here:

Then write your argument essay here.

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*If you cannot attend the session you must (1) send an email to Mr. James Cook with the reason you cannot attend, (2)  turn in your passage responses through email, and (3) read the description of the session posted on the blog (apenglangghs2015.blogspot.com) and write a response in the comment box.

Summer Session #2: Nickel and Dimed

Updating Nickel and Dimed
If you weren't at the July 30 session read one of the articles below--your choice. Each of the articles deals with the issue of low wage labor in the last two years. In the comment box below write a response in which you discuss the relationship between the CBS news article and Barbara Ehrenreich's book. You should characterize the relationship with a bold, insightful claim. Then develop and support the claim in your response. 

CBS News Articles on Low Wages
http://www.cbsnews.com/8301-505123_162-57569266/minimum-wage-a-bad-idea-ask-execs-who-pay-even-more/

http://www.cbsnews.com/8301-505144_162-57415828/research-shows-the-us-is-a-low-wage-country/

http://www.cbsnews.com/8301-201_162-57595861/80-percent-of-u.s-adults-face-near-poverty-unemployment-survey-finds/

http://www.cbsnews.com/8301-505143_162-57504243/during-recovery-most-new-jobs-offer-low-wages/

http://www.cbsnews.com/8301-505124_162-57595890/fast-food-workers-have-it-your-way-elsewhere/


***
If you weren't at the July 30 session you should also watch the video below and read the commentary below. Both the video and the commentary show ways of responding to counterarguments. (Counterarguments oppose the point you are trying to make. In order to argue effectively it is important to anticipate and address the arguments of the other side either through controlled concession or sharp refutation.

In the comment box write down a possible counterargument (or counterclaim) for your proposal(s) for addressing the problem of low wage work in America. Then respond to the counterargument in a way that strengthens your position.

Robert Reich, "Raise the Minimum Wage"
http://www.youtube.com/watch?v=ct8CGJy9eF8

Evan Soltas, "Two Reasons Not to Raise the Minimum Wage"
http://www.bloomberg.com/news/2013-01-03/two-reasons-not-to-raise-the-minimum-wage.html

***
Extras to watch if you're interested in more.
Morgan Spurlock, 30 Days: Minimum Wage (2005)
http://money.howstuffworks.com/personal-finance/40720-30-days-minimum-wage-video.htm
(one to two minute clip)

http://www.teachertube.com:8809/viewVideo.php?video_id=258174
(nine to ten minute clip)

WHAT YOU MUST DO AFTER YOU FINISH READING NICKEL AND DIMED AND BEFORE COMING TO THE HIGH SCHOOL ON JULY 30*.

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WHAT TO DO AFTER YOU FINISH READING NICKEL AND DIMED AND BEFORE COMING TO THE HIGH SCHOOL ON JULY 30*.

Respond to two of the following rhetorical analysis prompts.

Option #1: Engaging Writing Style

Find three passages in the book (one from the beginning, one from the middle, and one from the end) that exemplify Barbara Ehrenreich's writing style: word choice (including swears), sentence structure (including incomplete sentences and complex-compound sentences, and tone (including humor). (You could write about the style aspects I've written in the parentheses above or you could write about other elements of style.) Analyze how the style of language Ehrenreich uses in the three passages has an effect on the reader that contributes to the purpose of the book as a whole.

Option #2: Storytelling and Research

Find a passage in which Ehrenreich tells a story and uses a footnote to refer to research that develops the point made by the story. Analyze how the story and research provided in the footnote both support the point Ehrenreich is trying to make.

Option #3: Comparing Characterizations of People

Compare and contrast how Ehrenreich characterizes three different people (one from Florida, one from Maine, one from Minnesota). Discuss how each characterization contributes to the point(s) Ehrenreich makes in the book. Try to compare three people with a similar role: three co-workers, three bosses, or three landlords. Pick a passage for each of the people.

Option #4: Characterization of a Place

Compare and contrast how Ehrenreich characterizes three different places (Florida, Maine, Minnesota). Discuss how each characterization contributes to the point(s) Ehrenreich makes in the book. Pick a passage for each of the places.

Arrange your responses with the quotations and page numbers of the quotations on the left side of the paper and with your analysis on the right side. Each analysis should be between 150 and 300 words.

***

Then, respond to this argument prompt.

In Nickel and Dimed Barbara Ehrenreich uses personal experiences, the experiences of people she encounters, and additional research to illustrate the harsh realities faced by the working poor in America. In a short essay (approximately 500 words) explain the difficulties that Ehrenreich exposes and propose specific ways of addressing the difficulties. Make sure you develop and support your proposal(s). Convince me.

***

Set your responses up like this:

Your name

My name

Class

Date

Three Responses to Nickel and Dimed by Barbara Ehrenreich

(1) Copy the rhetorical analysis prompt you are responding to here.

Put the passages you are responding to in here. Make sure you include the page numbers.

Write your (150-300 word) response here.

(2) Copy the second rhetorical analysis prompt you are responding to here.

Put the passages you are responding to in here. Make sure you include the page numbers.

Write your (150-300 word) response here.

(3) Copy the argument prompt here:In Nickel and Dimed Barbara Ehrenreich uses personal experiences, the experiences of people she encounters, and additional research to illustrate the harsh realities faced by the working poor in America. In a short essay (approximately 500 words) explain the difficulties that Ehrenreich exposes and propose specific ways of addressing the difficulties. Make sure you develop and support your proposal(s).

Then write your argument essay here.

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*If you cannot attend the session you must (1) send an email to Mr. James Cook with the reason you cannot attend, (2)  turn in your passage responses through email, and (3) read the description of the session posted on the blog (apenglangghs2015.blogspot.com) and write a response in the comment box.

Summer Session #1: All Souls

We began class by discussing which prompts we responded to and why. Most students picked characterization of place and characterization of people. We discussed why these prompts were most attractive. We also discussed indirect characterization versus direct characterization. (Look these terms up if you are not familiar with them.) Fewer students chose to find and respond to quotations about writing style and narrative structure. We discussed why these prompts were more difficult and why they are important to consider.

This discussion led to the introduction of other important concepts: Aristotle's rhetorical triangle (logos=appeal to reason, pathos=appeal to emotion, ethos=appeal to trustworthiness); objective and subjective narration; and tone. (If these concepts are unfamiliar look them up.)

At the end of the first hour we then used the comment box below to share with each other three events/moments/passages in the book that we felt were most important, two characters that we thought were important even though others may have missed them, and one statement about Michael Patrick MacDonald's purpose in writing the book. If you missed Tuesday's session you should do this in the comment box below too. But because you were not present to explain your response aloud during our meeting you should explain your response in writing below.

Then we explained how particular parts of the book and particular choices made by the author contributed to MacDonald's purpose. The students present on Tuesday had a lot to say about this. We talked about style and purpose, characterization and purpose, structure and purpose. During this discussion we talked about narrative arc, juxtaposition, and emotional ambivalence. (If these concepts are unfamiliar look them up.) As we talked our understanding of MacDonald's choices (in other words, his rhetorical strategies) deepened along with our understanding of the book's purpose.If you were not present on Tuesday choose an event/moment/passage from someone else's list in the comment box below. Explain how that event/moment/passage contributed to MacDonald's purpose.

For the last sliver of class we discussed the extent to which MacDonald's point about pride is true in Gloucester. We were able to advance some interesting ideas but weren't able to dig into developing and supporting these ideas. (We'll return to our relationship to our own environments later in the year.)

***
We'll next meet on June 30 to discuss Nickel and Dimed. As you read look for quotations that reveal the importance of structure/organization/sequence in the narrative; the importance of the narrative voice, style, and tone; the importance of characterization and character development; and the importance of characterization of places. Gather the quotations as you read, then next week I'll post the assignment. (I'm leaving in an hour or so to spend the week camping in far northern New Hampshire. More soon.)