Hi

Hi

[AF & KC} Your mission, should you choose to accept it...

The Personal Statement on Skates!

This assignment is always crammed in after the exam, and this year we have less time than ever before! 

That is fine because our goal is simply
TWO ROUGH DRAFTS

We want you to start your senior year with two personal statements -- rough and certain to be revised further -- sitting in your Google Docs, ready to go.

Click the link in LINE 1 for detailed instructions.  Click any of these links.  They all go to the same place.

[AF & KC] Condoleezza Rice: the 2020 Sample Question

Here is the prompt.   The College Board has even kindly reminded you of what you must do.

Here is the text (I've copied and pasted the body of the text being considered here into a Google Doc); you can go out and read the speech online if you want.

My advice:  Write the essay!!  Why not??  Excellent practice.
(This is the essay I wrote in 45 minutes.  I found the most difficult part of this was adhering to the time constraints.  There were things I wanted to talk about that I did not have the time for.  Juniors!  Mind your time!)

Collns and I are rooting (and praying) for you!  Be good, attentive readers, observe what the speaker is doing to be effective, and then write about those choices!  Piece of cake.

Speaker - Occasion - Audience - Purpose - Subject

[AF & KC]: Intel from Gov't and Calc

What we've been hearing from seniors who took AP Gov't, and the kids who took Calculus -- the struggle has been in the upload, and getting this done in the alloted time.

In the slides in our previous post, the advice offered is to open up a word processor (Word, Google Docs, Notes, etc.) and type your response, and then when it is time to upload, to COPY/PASTE into the textbox.

Easier.  More foolproof.  Just check the formatting to see if anything changed in the transfer.

Miss you kids TONS.
Colln & Fletcher

[KC & AF]: Important Testing Details

Hi kids!

Are you nervous about the test because of all the technology involved and this weird new process that we weren't prepared for? Don't be! Instead, look at this set of slides which provides all the necessary details to answer your questions! :]

Pay close attention to the slides on "what to expect" and your different upload options. Copy/Paste means less possible glitch issues because you're not having to attach other files, but choose whatever method is best for you. (Also, if you're considering handwriting and attaching photos, be sure to look at the section on "Photo Submission Issues" in these Troubleshooting Tips. iPhone photos save in an unacceptable format so you'll have to do an additional step in your time frame.) Here's the link to all the new test details.

Also, here's a good timing schedule in case you're needing to give yourself structure:

• 10 minutes: read prompt and passage
• 5 minutes: plan essay and write intro and thesis statement
• 25 minutes: write body paragraphs
• 5 minutes: write conclusion and proofread/revise
• Last 5 minutes while flashing red: upload/submit

And remember, breathe. We'll try to answer any questions that we can as they pop up over the next week.

Always missing you,
Colln and Fletcher

AF: Writing Conferences

Click here to schedule a writing conference this week.  I am expecting to read Kelley, Kennedy, Louv or Thatcher, but you can ask for feedback on any essay.  Must make sure I have access to the essay at least a day in advance.  Let's just use the same Google Hangout link that we use for our other meetings.
😊

AF: Last Two Weeks of Prep!

It's May, and we are in countdown mode.  Everybody, all classes, keep an eye on this blog for test taking tips, information from the College Board, and review material.

For the Fletcher kids from 508:  As we run up to the deadline, here are the final four RA prompts we will discuss.  As always, I recommend that you look at ALL FOUR of these, consider them deeply, and write the essay in your head.  Get yourself started with a thesis, and think about how you will explain how the speaker is working to achieve their purpose, and what passages you will use to prove your explanation.

I will put a spot in Turnitin for Week of May 4 essays.  Any essay you write, I will score and discuss with you.  The next blog post I write will have the Essay-Review-Meeting schedule!

Week of May 4, 2020

Tuesday	2017 Booth Luce
Wednesday	2014 Adams
Thursday	2008 Fridman
Friday	2019 Gandhi

Week of May 11, 2019

Tuesday	2019 Gandhi
Wednesday	2017 Booth Luce
Thursday	2014 Adams
Friday	2008 Fridman

I stayed up too late last night, fooling around with my new iPad, so I need to take a nap now.  I'll come back and put up the schedule for Essay Conferences later.  Let me grab an hour's nap and take my walk!  Then I have to fix dinner -- I'm making potato soup, and then strawberry shortcake and whipped cream for dessert.  Be back at 8:00!  :)  

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.

AF: Announcement from Administration regarding AP Exams

Hello Mayfair parents of AP students:

The CollegeBoard is currently working on a plan to develop 45-minute, online 'take at home' AP exams that are based on the portion of AP content taught up until many schools across the nation were closed. They are organizing online review sessions on their AP YouTube channel: https://www.youtube.com/user/advancedplacement

CollegeBoard will have more information on April 3rd about what these exams will look like. We anticipate they will reach out to schools and students on the date.

Mayfair and BUSD are waiting on this pending announcement together as it will affect:

1. Students to pay of remaining AP balances

2. Students who wish to cancel their AP exam

3. Students who need to borrow technology to take the exam at home

Thank you for your patience as we work on these issues.

Mayfair Admin Team"

AF: Mayfair to the Rescue

Do you need a device to access the internet during the COVID-19 Pandemic??

KC: The Rise of Livestreams in Quarantine

Hi kids!

In this time of quarantine, I've been thinking a lot about the role of ART in our daily lives. Obviously, being an English teacher I'm talking about literature, but I'm also talking about music and film and painting and dance and comics, etc. There are so many forms of art out there, and if you're anything like me, those are some of the things we're turning to for peace and comfort in these uncertain times. One thing that has caught my attention in the past few weeks has been the sheer number of livestreams going on. It seems like each time I open my Instagram app, the little red circles catch my eye: I see four or five lives going at a time. For artists, this has always been a way to connect with fans, to give announcements and updates, and to market themselves in a more personal way. Yet, the livestreams I've seen lately have been different. It seems there's a different perspective, a different soul with them. What do you all think? Are we seeing more livestreams because it's a way for artists to stay relevant during a time where they can't sell out concerts or set up art showcases or go on book tours or have their films be seen in theaters across the world? Or are we seeing more livestreams because ART is something we need to survive, in the way we need air and water and human connection? Are we seeing artists show their talents for free because that connection is just as necessary for them as it is for us? What do you think?

I just got done watching a two-hour livestream of one of my favorite artists (Kina Grannis) singing songs from the floor of her living room and it filled me with so much hope in these weird times. What livestreams and other pieces of art have brought you hope during this time? Comment to let us know. Let's fill this thread with thoughts on art and recommendations :]

Stay hopeful, kids!
- Ms. Colln

AF: from November 2015

The Good Show, Radiolab
The whole hour is fascinating, but the episode I especially want you to listen is the Robert Axelrod segment, "One Good Deed Deserves Another."

You should subscribe to the Radiolab podcast, and listen to them on your iPod when you are doing your chores around the house.

AF: Argument Practice with the NYT

Remember, when you write, you can submit it to Turnitin.com for feedback.  No grades.

KC: But be sure to shoot us a message in Remind to let us know there's something up there to be looked at :]