Monday, March 10, 2014

Going Deeper into a Single Text (#3)

Going deeper into a single text
I will assign you a text* in the packet to look at more closely. You will write a 150-200 word formal annotation. What does that mean? A formal annotation includes a summary, analysis, and evaluation of the text. (These annotations are important for creating annotated bibliographies, annotated works cited, and annotated works consulted pages. We’re not creating those now, but we’re practicing for later in the year.) Due Tuesday, March 11.

Here is a link to sample annotations.

*Here are the groups and assigned texts:

Ella, Zoe, Michael / Ryan B., Hannah, Lauren : Sources A, B, F, I [You may choose one for this step.]

Dan, Accursio, Rachael / Melanie, Kate: Source C

Ryan, Everest, Morey / Joseph, Emily, Tess: Source D

Kerri, Emma / Paula, Johayne: Source E

Cody, Josie, Spencer / Bethany, Jaclyn: Source G

Gloria, Winslow / Laura, Meghan: Source H

Friday, March 7, 2014

Consumerism and Commodification Synthesis Essay (Q1)



AP English Language and Composition
Synthesis Essay on Consumerism and Commodification

Consumerism is a term used to describe a social and economic system that encourages the ever-increasing consumption of goods and services. Commodification (or commoditization) is a related term used to describe the process of turning ideas, values, and other entities not normally regarded as a commodity (an economic product) into a commodity. 

Imagine that a school district looking to make its curriculum more relevant to life in the 21st century has asked to evaluate the role of consumerism and commodification in contemporary American culture. Carefully review the sources I've provided in this unit. Then synthesize information from at least five (5) of the sources and incorporate that information into a coherent, well-developed essay that identifies the key issues associated with consumerism and commodification and that examines their implications for life in the 21st century.

Make sure that your argument is central; use the sources to illustrate and support your reasoning. Avoid merely summarizing the sources. Indicate clearly which sources you are drawing from, whether through direct quotation, paraphrase, or summary. Cite the sources using the information provided below in parentheses.

Sources in the packet
Source A (Waterson)                                            
Source B (Kruger)                                            
Source C (Rockwell)
Source D (Shah)                                      
Source E (Chaddha)                                          
Source F ("Beyond Consumerism")                                              
Source G (Johnson)                                 
Source H (Seel and Wilensky)                                       
Source I (Banksy)      

Documentary Films                                     
Source J (Merchants of Cool)                                          
Source K (The Ad and the Ego)            
Source L (The Persuaders)                                          
Source M (Generation Like)

Images
Source N ("Are You Happy Yet?")
Source O ("Keep Consuming")
Source P (Wexler and Taylor)*

Texts
Source R (Childress)**
Source T (Gunelius)***

*Source P: Infographic: What are teens doing online?
**Source R: Article: How does personal information become a commodity?
***Source T: Article: What is the difference between a consumer and prosumer?



Understanding and Participating in a Societal “Conversation”:
Consumerism and Commodification

Understanding the range of positions within the “conversation”
  1. Read and annotate the “Consumerism and Commodification” packet by Monday, March 10.

  1. What is the purpose of each text in the packet? Write them down. (If the purpose is persuasion, what is the central position of the text? If the purpose is information, what is the information about and what does the information imply or suggest?) by Monday, March 10.

  1. In your assigned group make a map of the conversation. (In the middle of the map write “Consumerism and Commodification” in an oval. Draw lines from the oval out to the title of each text. Draw a line from the title of each text to a sentence stating the purpose of each text. Draw lines between purposes that seem related. Draw a series of x’s between purposes that seem to oppose or contradict each other.  In class on Monday March 10.

Going deeper into a single text
  1. I will assign you a text in the packet to look at more closely. You will write a 150-200 word formal annotation. What does that mean? A formal annotation includes a summary, analysis, and evaluation of the text. (These annotations are important for creating annotated bibliographies, annotated works cited, and annotated works consulted pages. We’re not creating those now, but we’re practicing for later in the year.) Due March 11.

Identifying and examining implications of issues within the “conversation”
  1. Annotate the “Consumerism and Commodification” prompt on the front of the packet. Identify key words and phrases. What is the prompt asking you to do? What does it mean to “identify issues”? What does consumerism mean? What does commodification mean? What does it mean to “examine the implications”? Due March 12.

  1. Make a mini-map of the issues and the implications of the issues within the text you were assigned. Write the title and the purpose of the text in the middle. Connect the title/purpose to issues. Connect the issues to implications. This will help your assigned group plan a response to the prompt. Due March 12.

  1. Get together with your assigned group. Together you will make a map of the issues and implications in the whole packet.
    • First your group will work from the mini-maps you created in step 5. Write “Consumerism and Commodification” in the middle. Draw a line to each issue your group members identified in their mini-maps. Connect each issue to one or more implication. Then connect each issue/implication strand to the particular texts in the packet related to the issue/implication. Do in class March 12.

    • Then you’ll link up with other groups. Add to your map using other groups’ ideas about issues related to consumerism and commodification, the implications of those issues, and the texts that contain those issues and suggest those implications. Do in class March 12 and 13.

Entering the conversation
  1. Read and annotate the “locavore” prompt and essay you are given. Make a map of the essay. Put the author’s central argument in the middle. Connect the central argument to issues. Connect issues to implications. Connect issues/implications to support from sources. What does the map reveal about the effectiveness of the essay’s response to the prompt? Due March 14.

  1. Use your group’s map of the issues and implications to make a map of your own that you will use as the basis for a response to the consumerism and commodification prompt. Put your central argument in the middle. Connect the central argument to issues. Connect issues to implications. Connect issues/implications to support from sources. Do in class March 14.

  1. Write, self/peer assess, and revise an essay in response to the consumerism and commodification prompt. (Note: Using the locavore essay as a model we will all create narrative openings this time.)  Complete first draft due March 18. Final draft due March 20.

At the end you’ll have
  1. informal annotations of each text in the packet
  2. a list of statements about the purpose of each text in the packet
  3. a group map of the “conversation”
  4. a formal annotation (summary, analysis, evaluation) of one text in the packet
  5. an annotated prompt (on the front of the packet)
  6. a mini-map of the issues/implications within the text you were assigned
  7. a group map of the issues/implications within the whole packet
  8. a mini-map of the “locavore” essay
  9. a pre-writing map to help you write your own essay
  10. an essay addressing the “commodification and consumerism” prompt. (You will have at least two drafts of the essay. The first draft will show evidence of self/peer assessment.)
 

Monday, March 3, 2014

Talking back to Grendel: What are your beliefs?



Read the following and be prepared to discuss each of these passages, beliefs, and questions in class.
Talking back to Grendel: What are your beliefs?

After the discussion, add additional thoughts and support in the comment box below. You can address one issue or multiple issues. You can stick to a topic we discussed in class or you can write about a topic we didn't get to. 300 words or so. Be thoughtful. Deal with complexity. Take a position. Support your thoughts with examples and reasons. Do this tonight. If for some reason you can't post your response on the blog, write it out by hand, bring it to class, and post it later. [Note to C-block: I was supposed to introduce a grammar assignment that you'll be completing over the next several weeks. Read the directions here. Then ask questions tomorrow.

Chapter 6 (Virgo, the virgin):
Heroism
“A hero is not afraid to face cruel truth…. [Grendel,] you talk of heroism as noble language, dignity. It’s more than that, as my coming here has proved. No man above us will ever know whether Unferth died here or fled to the hills like a coward. Only you and I and God will know the truth. That’s inner heroism.”
“…I didn’t know how deep the pool was,” [Unferth] said. “I had a chance. I knew I had no more than that. It’s all a hero asks for.”
                “I sighed. The word “hero” was beginning to grate. He was an idiot. I could crush him like a fly, but I held back.
                “Go ahead, scoff,” he said, petulant. “Except in the life of a hero, the whole world’s meaningless. The hero sees values beyond what’s possible. That’s the nature of a hero. It kills him, of course, ultimately. But it makes the whole struggle of humanity worthwhile.”
                I nodded in the darkness. “And breaks up the boredom,” I said.
What is inner heroism? Is it important to you to strive for inner heroism? Or, is inner heroism a form of foolishness and stupidity?

Chapter 7 (Libra, the scales/balance)
Beauty and Kindness
When drunken men argued, pitting theory against theory, bludgeoning each other’s absurdities, she came between them, wordless, uncondemning, pouring out mead like a mother’s love, and they were softened, reminded of their humanness, exactly as they might have been softened by the cry of a child in danger, or an old man’s suffering, or spring. The Shaper sang things that had never crossed his mind before: comfort, beauty, a wisdom softer, more permanent, than Hrothgar’s.
The queen smiled. Impossibly, like roses blooming in the heart of December, she said, “That’s past.” And it was. The demon was exorcised. I saw his hands unclench, relax, and—torn between tears and a bellow of scorn—I crept back to my cave.
I slammed into the bedroom. She sat up screaming, and I laughed. I snatched her foot, and now her unqueenly shrieks were deafening, exactly like the squeals of a pig. No one would defend her, not even suicidal Unferth at the door….
Do you believe in beauty—in all forms—as a way to inspire people to be better?
Do you believe in the importance of kindness, empathy, and sacrifice for the good of others?

Chapter 8 (Scorpio, the scorpion)
Government and Political Change

[Hrothulf] said angrily… “Nobody in his right mind would praise violence for its own sake, regardless of its ends!”
                The old man shrugged and put on a childish smile. “But I’m a simple man, you see,” he said, “and that’s exactly what I do. All systems are evil. All governments are evil. Not just a trifle evil. Monstrously evil.” Though he still smiled, he was shaking, only half controlling it. “If you want me to help you destroy a government, I’m here to serve. But as for Universal Justice—“ He laughed.
Do you believe in the necessity of government and law—even when you disagree with them?
Do you believe that through political change the world can be improved?

Chapter 9 (Sagittarius, the centaurian archer)
God and Religion
 [The Chief God] is the eternal urge of desire establishing the purposes of all creatures. He is an infinite patience, a tender care that nothing in the universe be vain.”
“The ultimate evil is that Time is perpetual perishing, and being actual involves elimination…. Such is His mystery: that beauty requires contrast, and that discord is fundamental to the creation of new intensities of feeling. Ultimate wisdom…lies in the perception that the solemnity and grandeur of the universe rise through the slow process of unification in which the diversities of existence are utilized, and nothing, nothing is lost.”

The Fourth Priest: … Now I see, I see! The will of the gods! The rhythm is re-established! Merely rational thought—forgive me for preaching, but I must, I must!—merely rational thought leaves the mind incurably crippled in a closed and ossified system, it can only extrapolate from the past. But now at last, sweet fantasy has found root in your blessed soul! The absurd, the inspiring, the uncanny, the awesome, the terrifying, the ecstatic—none of these had a place, for you, before. But I should have seen it coming. O I kick myself for not seeing it coming! A vision of the Destroyer! Of course, of course! Before we know it, you’ll be kissing girls! Can’t grasp it, brothers? Both blood and sperm are explosive, irregular, feeling-pitched, mess—and inexplicably fascinating! They transcend! They leap the gap! O blessed Ork! I believe your vision proves there is hope for us all!
Do you believe in a supernatural power (God) that gives purpose to all things? What is the nature of the supernatural power you believe in?

Chapter 10 (Capricorn, horned goat)
Memory, History, Storytelling
I think of the pastness of the past: how the moment I am alive in, prisoned in, moves like a slowly tumbling form through darkness, the underground river. Not only ancient history—the mythical age of the brothers’ feud—but my own history one second ago, has vanished utterly, dropped out of existence. King Scyld’s great deeds do not exist “back there in Time”…They do not exist at all. My wickedness five years ago, or six, or twelve, has no existence except as now, mumbling, mumbling, … I strain my memory to regain it.
Are memory, history, and storytelling about the past important to you? Are they necessary for our culture? Or, is the past gone, irretrievable, irrelevant, and meaningless?

Chapters 11 and 12 The rest of the book (Aquarius, water bearer; Pisces, fishes):

Finally, do you believe in the power of hoping for and imagining a better world here on earth? Or, is it foolish and naïve to hope for anything beyond personal pleasure? (In other words, do you agree with the dragon: “seek out gold and sit on it”?)

Friday, February 28, 2014

Grendel Argument (and other end of unit information)



Question 3
(Suggested time - 40 minutes.)

In the novel Grendel John Gardner explores the tension between telling the truth about life as it currently is and asserting meaningful values to guide one’s life. Many readers find Grendel's truth telling appealing—the way he exposes the lies, ignorance, and “bad faith” at the core of the way others find meaning in life. These perceptive readers simultaneously understand that because Grendel’s truth telling takes the form of rejecting all values and all hope for a better life and world (nihilism) he traps himself in a monotonous cycle of violence.

Think about the tension between truth telling and meaning making. Then write an essay in which you explain the relationship between telling the truth about life and asserting values to guide one's life. Use appropriate evidence from your reading, experience, and/or observations to support your argument. 

***

This weekend make sure your Grendel work is complete and shared.
Due Monday 3/3.

A Google document entitled "Grendel in Class" should include
* a 3-2-1 for chapters 1-4
* a 3-2-1 for chapters 4-6
* a 3-2-1 for chapters 7-9
* a 3-2-1 for chapters 10-12
[Click here for directions.] 

* Ideas for titles for all 12 chapters. (We created titles for the first four in class.)
You may model the titles on the ones William Golding created for Lord of the Flies. You may use a particular literary technique, such as paradoxes or similes. You may allude to symbolic imagery, zodiac symbols, themes, events. Try to make your titles relevant, suggestive, and interesting.

* Letter to John Gardner in response to his 1976 letter to VT AP students.
[Click here for directions.] (Note: I know we didn't write this letter in-class but I'd like it in the same document anyway. It will help me keep my Google Drive manageable.)

***

On Monday we'll do some passage analysis activities for a quiz grade. Bring your book and your notes.

Thursday, February 27, 2014

AP English Language Exam Argument Essay (Q3)

Preparing for an in-class argument essay (Q3)

On last year's AP English Language exam students were asked to write about the relationship between ownership and one's sense of self. The prompt even included the ideas of Jean-Paul Sartre, a philosophy whose ideas prompted John Gardner to write Grendel.

Here's the prompt:
For centuries, prominent thinkers have pondered the relationship between ownership and the development of self  (identity), ultimately asking the question, “What does it mean to own something?” 

Plato argues that owning objects is detrimental to a person’s character. Aristotle claims that ownership of tangible  goods helps to develop moral character. Twentieth-century philosopher Jean-Paul Sartre proposes that ownership extends beyond objects to include intangible things as well. In Sartre’s view, becoming proficient in some skill and knowing something thoroughly means that we “own” it. 

Think about the differing views of ownership. Then write an essay in which you explain your position on the relationship between ownership and sense of self. Use appropriate evidence from your reading, experience, or observations to support your argument.

To write this essay students had to understand some of the complexities of "ownership" and "sense of self". They then had to create a create a central idea about how the two concepts are related. Finally, they had to use evidence--any evidence so long as it's relevant--to develop and support the position.

Click here for the scoring rubric, sample responses, and scoring comments. 

Introduction
* Notice that in the "8" essay the student creates a clear, sophisticated, well-developed position on the relationship between ownership and self in the introduction. The student has embraced multiple meanings of the "ownership" and, while establishing a position, has made those meanings clear.
* Notice that in the "5" essay the student attempts to show the relationship between ownership and self but is less clear and has less command of the terms.
* Notice that the "2" essay begins with a vague statement that uses the keywords but doesn't create a particular position: "Ownership and sense of self are different, but both connect." How are they different? How do they connect? These ideas should be made clear in the introduction.
* Should you use the first person (I, me, my, mine)? Notice also that the "8" and "5" include "I" while the "2" avoids "I." First-person is an important tool in argument essays.
* Although none of these essays include a narrative opening to lead into the position/thesis/claim, many successful essays do use this strategy. (Side note: a big idea opening is easier in an argument essay than in a rhetorical analysis essay.)

Development and support paragraphs
* Notice that although the "8" essay gets pretty repetitive--hey, it's a forty minute draft--the student effectively makes use of two "examples." (That word isn't exactly right but it's the one the College Board uses so I'll use it for now.) S/he first discusses the experience of reading Voltaire's book Candide to show the difference between two types of ownership, the second of which the author then connects to her/his sense of self. The student then discusses how in Jewish thought owning what is in one's own mind has been a way of responding to persecution: you may take away my material possessions but you cannot take away my thoughts. Although the score commentary doesn't state it, I think this essay--which is repetitive in places and contains some awkward phrasing--scores an "8" because the writer not only effective explains how ownership and a sense of self are related but also explains why the relationship matters. To put it another way, the examples appeal to logos and pathos.
* Notice that the "5" includes the same number of "examples" as the "8" but the student doesn't relate the examples (especially the second example) to the concepts as effectively. It's really that simple, I think.
* Something else about the "5": students often have difficulty using novels to support their arguments. If you don't know the book very well and if you don't know exactly how the novel supports your position, don't use the book. Sometimes a novel includes a theme that is generally related to the prompt but not precisely related; don't use it.
* The "2" includes no supporting "examples."

Conclusion
* Notice that the last paragraph of the "8" intensifies the argument, giving the reader a sense of why the relationship between ownership and sense of self is important.
* Notice that in the "5" the conclusion merely repeats the argument.

Other
* I think that the transition between the second and third paragraphs of the "8" essay is pretty great, especially for a forty minute draft.
* There is no transition between the "Ireland" and Gatsby sections of the "5" essay.

**********************
From today's class but not related to Q3:

from Grendel chapter 7, pages 93-94 [Grendel describing the queen without seeming to]
Not easy to define. Mathematically, perhaps a torus, loosely cylindrical, with swellings and constrictions at intervals, knobbed--that is to say a surface generated, more or less, by the revolutions of a conic about an axis lying in its plane, and the solid thus enclosed.

Here's one teacher's theory about the torus and Cut A/Cut B in chapter 7.
(And here's another image to help visualize the torus in relation to the "cut" or cross-section.)

Wednesday, February 26, 2014

Responding to John Gardner


Practicing Argument Writing by Responding to John Gardner’s letter.

After reading and annotating Gardner’s letter, write a letter back to him*. Respond to a claim that Gardner makes in the letter that you feel strongly about. Your letter should quote the claim you're responding to and should show that you understand what Gardner has written. Your letter should also develop a position that responds to the claim. (To what extent, do you agree or disagree with Gardner's claim?) While developing and supporting your position, incorporate appropriate, vivid, precise details from your reading, your experiences, and/or your observations.

You should have strong first attempt at the letter ready for class tomorrow. (Guideline: Work with complete focus for at least forty minutes on the first attempt: the same amount of time you'd spend on an in-class essay.)

* Unfortunately, John Gardner died in a motorcycle accident in 1982. He was just 49 years old. He’d be 80 if he were alive today.


Monday, February 24, 2014

Grendel In Class

As requested, here are the fishbowl discussion questions.


Fishbowl discussion
How and why does Grendel become a murderous monster, a Hrothgar-Wrecker? What is life like for him after he is transformed? Why does Gardner depict Grendel’s change the way he does? Consider the choices Gardner makes with style, structure, imagery, character, events, etc.
Ryan, Paula, Laura, Johayne, Kate; Ella, Everest, Michael, Morey, Dan
 
How does Gardner present a variety of ways people respond to the problem of finding meaning in life? (What seems to be Grendel's mother's way of finding/making meaning? Hrothgar’s way of finding/making meaning? the Shaper’s way of finding/making meaning? Unferth’s? Wealtheow’s? Hrothulf’s? Red Horse’s? Ork’s? The Stranger's? What is the Dragon’s view of meaning making? Grendel’s view of meaning making?) How are each of these views presented—through Grendel’s (and others’) judgments, through suggestive imagery, through suggestive events, through allusions?
 Tess, Bethany, Hannah, Emily, Jaclyn; Cody, Accursio, Rachael, Ryan, Gloria

Mindful of the novel and Gardner’s letter to students, what do you think Gardner’s view is? How does the way he depicts the other views (and more generally the choices Gardner makes with style, structure, imagery, character, and events) contribute to suggesting or implying Gardner’s own view?
Joseph, Lauren, Melanie, Meghan; Emma, Spencer, Kerri, Winslow, Zoe, Josie
 
Refer to specific details, specific passages, specific word choices, specific choices made by the author. 
Seek understanding in complexity and in nuance. Avoid reducing complexity to simplistic answers. 
Seek to synthesize all the parts of the book to support your understanding.
 


Here's the 3-2-1 from class on Friday (before vacation).
Make sure you respond in your "Grendel in Class" Google document.

Grendel Chapters 1-3* [Spring]
*Chapter 4 was also included here.

3=Explain 3 passages in chapters 1-3 that contribute significantly to John Gardner’s exploration of particular themes in Grendel. Provide page numbers (optional).
One possible theme to consider: the tension between finding meaning in what we see and experience, one hand, and rejecting or debunking meaning because of what we see and experience, on the other hand.



2=Discuss two literary/rhetorical strategies that Gardner uses in the first three chapters. Consider narrative point of view, narrative voice, characterization, symbolic/allegorical imagery, symbolic/allegorical events, allusions, etc.

1=Write down a question, confusion, or mystery from chapters 1-3 that lingers for you and that you’d like to explore further.


Here's the 3-2-1 from class on Monday.
Make sure you respond in your "Grendel in Class" Google document.


Grendel Chapters 4-6 [Summer]

3=Explain 3 passages in chapters 4-6 that contribute significantly to John Gardner’s exploration of particular themes in Grendel. Provide page numbers.
One possible theme to consider: the tension between finding meaning in what we see and experience, one hand, and rejecting or debunking meaning because of what we see and experience, on the other hand.

2=Explain two big ideas or essential questions or themes you’ve been thinking about while reading Grendel. Link your ideas to these three chapters. Or, you could explain two interpretive ideas—why Gardner uses a particular strategy, style, pattern, or image for example. Or, you could do one of each. Focus on chapters 4-6.

1=Write down a question, confusion, or mystery from chapters 4-6 that lingers for you and that you’d like to explore further.


Here's the 3-2-1 for class on Tuesday.
Make sure you respond in your "Grendel in Class" Google document.

Grendel Chapters 7-9 [Autumn]
3=Explain 3 passages in chapters 7-9 that contribute significantly to John Gardner’s exploration of particular themes in Grendel. Provide page numbers.
One possible theme to consider: the tension between finding meaning in what we see and experience, one hand, and rejecting or debunking meaning because of what we see and experience, on the other hand.

2=Explain two strange or interesting changes in the language and/or narrative structure that occur during chapters 7-9. Speculate about the thematic significance of these changes. What might Gardner be suggesting?

1=Write down a question, confusion, or mystery from chapters 7-9 that lingers for you and that you’d like to explore further.

Here's the 3-2-1 for Wednesday
Make sure you respond in your "Grendel in Class" Google document.



Grendel Chapters 10-12 [Winter]
3=Explain 3 passages in chapters 10-12 that contribute significantly to John Gardner’s exploration of particular themes in Grendel. Provide page numbers. (At least one of them should refer to time and at least one of them should relate to the Stranger.)
One possible theme to consider: the tension between finding meaning in what we see and experience, one hand, and rejecting or debunking meaning because of what we see and experience, on the other hand.

2=
(#1) Find a passage from 10-12 that echoes a particular passage from earlier in the book. (By “echoes” I mean that both passages share similar language.) Speculate about the significance. Provide the page number for both passages.
Then, (#2) Find a passage from 10-12 that helps you better understand a question, confusion, or mystery from earlier in the book. Give the page number(s) for the new passage and explain how the new passage helps.

1=Write down a question, confusion, or mystery from chapters 10-12 that lingers for you and that you’d like to explore further.