Rewrite!

If you would like to take the opportunity to rewrite your Lord Chesterfield paper, then your rewritten draft is due on Monday.  Do not, under any circumstances, waste either of our time by simply editing your paper and resubmitting it.  That alone will not get you a better grade and it will make your instructor grumpy.

Some tips for your rewritten essays:

• Answer the prompt.  General analysis that was reasonably capable, but that did not answer the prompt earned up to a C or so the first time around.  The second time around, such papers will receive an F.  I had more than one college professor who used the same type of policy.
• Write a clear, specific thesis that addresses the prompt.  Without this, you’re likely to wander aimlessly and end up with a D or worse.
• Write topic sentences including claims that support your thesis.  If your topic sentence is summary, it’s hard to write a paragraph that isn’t primarily summary.
• Keep Lord Chesterfield’s purpose in mind as you analyze the text and answer the prompt.

What to turn in:

1. Rewritten essay
2. Analysis of rewritten essay
3. Original essay

Your write-up on your rewritten essay should explain how you used the feedback and the information above to revise your paper.  What did you consider and where did you focus your attempts to improve?  What do you consider to be the strength of your paper?  Based on your first grade and the revisions you made, evaluate the overall quality of your revised paper. 

Happy revising! 

Remember that tomorrow we have a test on Vocab 3!

Also tomorrow the University of Washington Tacoma, Central Washington University, Eastern Washington University, Gene Juarez, and Green River Community College will all be on campus during both lunches.  Check out this guide to help you know what to talk about at college fairs (even tiny ones in the school cafeteria).

JFK Rhetorical Devices Database

Here are the posts of your work on the speech thus far!

• Rhetorical Questions: Jeff
• Hortative Sentences: Kyle Tall and Kaylie
• Archaic Words (with definitions!): Robert
• Formal Rhetorical Tropes: Janae and Cody
• Antithesis: Spencer and Jordan
• Anaphora and Zeugma: Hayley R.
• Imperative Sentences: Robyn and Kyle (no more beard)
• Abstract Language: Niko “Go Thundercats”
• Complex Sentences (w/subordinate clauses identified): Kristian and Shyla
• Declarative Sentences: Michiko
• Parallelism: Hayley O.
• Number and Length of Paragraphs: Maverick

Lord Chesterfield’s Values

Homework tonight is to read pages 35-38 on analyzing style then annotate the Lord Chesterfield letter.  We’ll use both the reading and annotation in class tomorrow and the reading should also help you with your annotation.

As was mentioned last week, your next paper will be to answer the 2004 analysis prompt concerning a letter Lord Chesterfield wrote to his son. You’ve already written an initial rough draft in the practice timed write we did on that question.  Now, with what we’ve learned in that process and the whole class discussion we’ve done on the letter, your task is to write to this prompt as a take-home essay.

Vital Statistics:

• Due Wednesday February 18th
• 600 words long, give or take 10%

Political Cartoons

For Tomorrow

Read pages 10-11 in our textbook and do the assignment on page 12 tonight.  Read the assignment carefully so that you are sure to do all that you need to—it’s a short text, but it is pretty packed. 

One great place to find many, many political cartoons for this assignment is slate.com.  There is a menu on the left that allows you to search cartoons by topic.  Remember to pick a cartoon that deals with an issue that you know something about.  That will help a great deal.    

Insert your cartoon into a blog post (unless you cut it out of the newspaper, though it would likely be online as well) and blog your analysis in response to the criteria in the book.  We’ll pull them up on the projector tomorrow to talk about them.  Be prepared to present your cartoon to the class. 

Notes

• As mentioned in class today, we are also taking our second timed write tomorrow.
• Vocab 1 quiz on Friday.

“Fun, Oh Boy. Fun. You Could Die from It.”

Quick blog note.  If you get the sorry we’re fiddling with stuff message, it means they’re doing some maintenance.  This is based in Australia so sometimes they do things at annoying times for us.  If you can’t get it to work tonight, try again tomorrow.  I know there are other blog sites out there, but this one makes it through our school filter.  Be patient and don’t stress.  Try once more before you go to bed and then, if they aren’t done yet, we’ll do it tomorrow.  This doesn’t happen often, but what do you know, it happens the night we try and set them up.  Go figure.

Assignment

Looking at the article we read in class today, identify the author’s purpose. This isn’t simply what she is trying to say, but why she is saying it.   Provide textual evidence to support your claim.

Then look at both her language (the words/phrases) she uses and her structure (syntax, sentence length, paragraph breaks, arrangement of ideas, etc).  Discuss how specific examples of her language and structure serve the purpose you identified previously.

All of this should be written/typed on paper (we’ll start using the blogs for some of this once we get everyone set up and running).  For those of you concerned with length, the standard answer is “as long as you need to say what you need to say.”  That isn’t very specific or satisfying, but it’s true.  Even so, you could probably write a paragraph for each of the purpose, structure, and language.  One example is sufficient on this assignment to establish each point, though, for example, if you think she uses structure in several different ways, you should provide evidence for each claim.

“Fun, Oh Boy. Fun. You Could Die from It.”

Quick blog note.  If you get the sorry we’re fiddling with stuff message, it means they’re doing some maintenance.  This is based in Australia so sometimes they do things at annoying times for us.  If you can’t get it to work tonight, try again tomorrow.  I know there are other blog sites out there, but this one makes it through our school filter.  Be patient and don’t stress.  Try once more before you go to bed and then, if they aren’t done yet, we’ll do it tomorrow.  This doesn’t happen often, but what do you know, it happens the night we try and set them up.  Go figure.

Assignment

Looking at the article we read in class today, identify the author’s purpose. This isn’t simply what she is trying to say, but why she is saying it.   Provide textual evidence to support your claim.

Then look at both her language (the words/phrases) she uses and her structure (syntax, sentence length, paragraph breaks, arrangement of ideas, etc).  Discuss how specific examples of her language and structure serve the purpose you identified previously.

All of this should be written/typed on paper (we’ll start using the blogs for some of this once we get everyone set up and running).  For those of you concerned with length, the standard answer is “as long as you need to say what you need to say.”  That isn’t very specific or satisfying, but it’s true.  Even so, you could probably write a paragraph for each of the purpose, structure, and language.  One example is sufficient on this assignment to establish each point, though, for example, if you think she uses structure in several different ways, you should provide evidence for each claim.