AF: Fletcher People, Week Four :)

This whole arrangement is hard, and unpleasant, but we are rising to the challenge.  We need to stay inside and stop the spread of the virus...

There is an AP Language meeting every day at 2:00.  I am looking for you on Mondays, and on the day you are scheduled, but as you know, you can change your day to fit your schedule.

The link is the same as last week.

We are working with the same prompts as last week, EXCEPT I moved them to new days, and this week we are writing the essay.  You need the practice.  Turn it in to Turnitin.com, and get feedback and a score, and in the gradebook, a big extra credit boost.  Many of you have been moving your grade up, and I am happy when I see you jump from a C to a B, or a B to an A.  Good for you.

I want to encourage you to take the time to examine and imagine your response to the two prompts you will NOT be working with.  For example, if you are a Kelley and a Kennedy, be sure to look at Louv and Thatcher and write the essay in your mind,  like "how would I approach this??"

Fourth week of intensive Rhetorical Analysis Review.

Four Groups.
Group names:  Tuesday, Wednesday, Thursday and Friday

Each group gets their own prompt, and we will go over that prompt in the Google Meet Up on that day that corresponds to your group.  Come to the Meet Up prepared.  Here's what will happen:

1. We will talk about the prompt and the passage.
2. I will ask you to share your writing and your thinking.
3. I will review examples with you.
4. You will receive extra credit for showing up prepared and for sharing in the group.

Here is information from the College Board on the essay:

This question presents students with a passage of nonfiction prose of approximately 600-800 words. Students are asked to write an essay that analyzes the writer's rhetorical choices.  The question assesses students' ability to do the following:

• Respond to the prompt with a thesis that analyzes the writer's rhetorical choices
• Select and use evidence to support a line of reasoning
• Explain how evidence supports a line of reasoning
• Demonstrate an understanding of the rhetorical situation
• Use appropriate grammar and punctuation in communicating an argument

Week Three: Come to the meeting with a full SOAPS analysis, and two or three rhetorical strategies that you want to discuss.  Here are the prompts.  This week, I want YOU to lead the discussion.  

Tuesday:  2012 Kennedy (speech)

Wednesday:  2013 Louv (excerpted prose)
Thursday:  2016 Thatcher (eulogy)
Friday:  2011 Kelley (speech)

This is a helpful handout that was shared by another AP teacher in a closed online group on Facebook. We hope that you will check it out and use it!

AF: Fletcher People, Week Three -- New Prompts!

Third week of intensive Rhetorical Analysis Review.

Four Groups.
Group names:  Tuesday, Wednesday, Thursday and Friday

Each group gets their own prompt, and we will go over that prompt in the Google Meet Up on that day that corresponds to your group.  Come to the Meet Up prepared.  Here's what will happen:

1. We will talk about the prompt and the passage.
2. I will ask you to share your writing and your thinking.
3. I will review examples with you.
4. You will receive extra credit for showing up prepared and for sharing in the group.

Here is information from the College Board on the essay:

This question presents students with a passage of nonfiction prose of approximately 600-800 words. Students are asked to write an essay that analyzes the writer's rhetorical choices.  The question assesses students' ability to do the following:

• Respond to the prompt with a thesis that analyzes the writer's rhetorical choices
• Select and use evidence to support a line of reasoning
• Explain how evidence supports a line of reasoning
• Demonstrate an understanding of the rhetorical situation
• Use appropriate grammar and punctuation in communicating an argument

Week Three: Come to the meeting with a full SOAPS analysis, and two or three rhetorical strategies that you want to discuss.  Here are the prompts.  This week, I want YOU to lead the discussion.  

Tuesday:  2011 Kelley (speech)

Wednesday:  2012 Kennedy (speech)

Thursday:  2013 Louv (excerpted prose)

Friday:  2016 Thatcher (eulogy)

This is a helpful handout that was shared by another AP teacher in a closed online group on Facebook. We hope that you will check it out and use it!

AF: All Kids >> check this link

College Board Updates on the AP exam

AF: Fletcher People, Week Two

Four weeks of Rhetorical Analysis Review:  Week Two

Four Groups.
Group names:  Tuesday, Wednesday, Thursday and Friday

Each group gets their own prompt, and we will go over that prompt in the Google Meet Up on that day that corresponds to your group.  Come to the Meet Up prepared.  Here's what will happen:

1. We will talk about the prompt and the passage.
2. I will ask you to share your writing and your thinking.
3. I will review examples with you.
4. You will receive extra credit for showing up prepared and for sharing in the group.
5. This week:  Upload an introduction, including the thesis statement, and then bullet points for 2-3 rhetorical strategies you could discuss to demonstrate the logic of your thesis.

Here is information from the College Board on the essay:

This question presents students with a passage of nonfiction prose of approximately 600-800 words. Students are asked to write an essay that analyzes the writer's rhetorical choices.  The question assesses students' ability to do the following:

• Respond to the prompt with a thesis that analyzes the writer's rhetorical choices
• Select and use evidence to support a line of reasoning
• Explain how evidence supports a line of reasoning
• Demonstrate an understanding of the rhetorical situation
• Use appropriate grammar and punctuation in communicating an argument

You are only required to attend on the day your group meets.  

If you can't attend that day for whatever reason, you have permission to write to another prompt and attend on that day, but please just send an email letting me know.

Also, if you are interested in attending more than one meeting in a week, you are welcome to do so.  Just come prepared.  Do the work.  

OK, here are the prompts:

Tuesday:  2003 Green (speech)

Wednesday:  2004 Chesterfield (letter)

Thursday:  2006 Rodriguez (excerpted prose)

Friday:  2002 Lincoln (speech)

To RECAP:  Week Two: Come to the meeting with a full SOAPS analysis, your introduction including thesis, and bullet points of two or three rhetorical strategies that you would likely analyze in an essay (upload document to Turnitin.com)

CLICK THIS LINK>>This is a helpful handout that was shared by another AP teacher in a closed online group on Facebook. We hope that you will check it out and use it!

AP Message from Mr. Gray! Show your mom and dad

Hello AP students and families-

CollegeBoard has created 45-minute online AP tests that students will take at home this year- art classes are also simplified. Students will need to follow directions on their own to take their exam since Mayfair will not be hosting the tests.

Please go to the AP information section on MayfairMonsoons.org AND check the e-mail address you gave CollegeBoard when you signed up for the exams this past fall for more information.

If you do not want to take an exam this year, simply reach out to your AP teacher to let them know - we will start a refund process at a later date.

Thanks,

Mr. Gray

[KC]: Colln's Class Game Plan

Hi kids!

View THIS LINK to pop open the document and see how I propose we tackle test prep between now and May 20th. Read through it. There's good info in there and essentials you need to know.

The GIST:

• We will unpack two prompts a week to hone our skills on analyzing the rhetorical situation, style, and argumentation. 
• We will meet once (twice?) a week to discuss our analysis. 
• We will have opportunities to practice writing in a timed setting with these new home environment challenges. 
• We will build our confidence and encourage each other. 

I need your feedback on this so let's meet virtually at 1pm on Friday. I'll send you the meeting id via Remind before the meeting.  And since, we're meeting we're going to unpack a prompt. So, be sure to take a look at the schedule provided in that doc and click on the Lord Chesterfield prompt. 

I can't wait to see you guys! 

- Ms. Colln

AF: Here's how it will work

Four weeks of intensive Rhetorical Analysis Review.

Four Groups.
Group names:  Tuesday, Wednesday, Thursday and Friday

Each group gets their own prompt, and we will go over that prompt in the Google Meet Up on that day that corresponds to your group.  Come to the Meet Up prepared.  Here's what will happen:

1. We will talk about the prompt and the passage.
2. I will ask you to share your writing and your thinking.
3. I will review examples with you.
4. You will receive extra credit for showing up prepared and for sharing in the group.

Here is information from the College Board on the essay:

This question presents students with a passage of nonfiction prose of approximately 600-800 words. Students are asked to write an essay that analyzes the writer's rhetorical choices.  The question assesses students' ability to do the following:

• Respond to the prompt with a thesis that analyzes the writer's rhetorical choices
• Select and use evidence to support a line of reasoning
• Explain how evidence supports a line of reasoning
• Demonstrate an understanding of the rhetorical situation
• Use appropriate grammar and punctuation in communicating an argument

You are only required to attend on the day your group meets.  

If you can't attend that day for whatever reason, you have permission to write to another prompt and attend on that day, but please just send an email letting me know.

Also, if you are interested in attending more than one meeting in a week, you are welcome to do so.  Just come prepared.  Do the work.  

OK, here are the prompts:

Tuesday:  2002 Lincoln (speech)

Wednesday:  2003 Green (speech)

Thursday:  2004 Chesterfield (letter)

Friday:  2006 Rodriguez (excerpted prose)

The work:  Week One: Come to the meeting with a full SOAPS analysis, and two or three rhetorical strategies that you would likely analyze in an essay

This is a helpful handout that was shared by another AP teacher in a closed online group on Facebook. We hope that you will check it out and use it!

AF: ZOOM! Colln today! and Fletcher kids? How 'bout Friday??

I miss your faces!  Let's get together on Friday, Monday Periods 1 and 2.  Let's just gather and share time together...it looks like we're in this for the long haul, so let's make some plans.  Come with ideas and stories and coping strategies.

Have you seen the College Board AP YouTube Channels?

I took a selfie yesterday.  (I need to learn to use filters.)  And did you know that I have a sleepy eye?  I don't usually notice it except in pictures.