If you have, we’ll take a quick little quiz to make sure that not only have you read, but you’ve more or less understood what happened.

Next, we’re going to make big paper graphic organizers that will ask (in a non-sentient kind of way) groups to analyze the works of the two Moth pieces.

You’ll make a chart with 3 columns: 1 column Woolf, 2nd column Tyler, 3rd column Petrunkevitch (which we haven’t read yet).

Down the left side please enter in the following topics:

• thesis statement and how it’s presented
• the meaning of the insect’s behavior
• writing style

Then, create 2 statements that establish points of similarity between the two works and 2 statements that establish points of difference between the two works. Fill in the boxes with examples from the text that back up those statements.

After a break, we’ll read Alexander Petrunkevitvch’s “The Spider and the Wasp.” and then fill in the boxes with quotes that show either that his work is similar or dissimilar to the other Moth essays.

If we have time, I’d like us to take a look at Alltop’s Science page and have small groups choose 1 blog post that suggests the future will be a good place and 1 blog post that the future will be scary or non-existent.

HW: Choose 1 Alltop Science posting. Read the piece and then in a blog post summarize and comment on what the writing style and some of the assumptions implicit in the writing.

First, we’re going to read a bit about the synthesis essay. This is from our friends at AP Central and these are the Chief Reader’s Comments. We’ll read and discuss. I’ll give a short presentation.

Then, we’ll see the sample AP exam.  In small groups, I’ll ask you to classify each source in terms of what position it takes on the central question.  Then, talk together about which sources can be combined with which sources to make different points.

Then, we take the exam.

HW: Read both Death of a Moth.  One is by Virginia Woolf and the other by Annie Dillard. Both are in 50 Essays.  Write a 200 word compare/contrast and focus on persona especially.

First, we’ll get everyone who hasn’t gone today to do their pecha kucha.  Then, I’ll want a little blog-post debrief.  Here are the questions:

1. What struck you most about the strategies most students employed in their pecha kuchas?  What worked best?
2. Who was the strongest persuader in the group and why?
3. What do we — as a class — need to work on most?  Logos, ethos, pathos?  Slide design?  Public speaking skills?  Research?

Next, I’ll give back the Sontag responses and I’ll ask you to read 3 strong student responses.

• Student #1
• Student #2
• Student #3

Then, we’ll talk about what is needed for a strong argument AP prompt response. Presentation.

Finally, we’ll look at synthetic essays.  I’m going to give you the 2007 exam’s notorious museum prompt. In small groups, I’m going to ask you to work together to plan an attack on the essay.

• First, read through the prompts and the sources.
• Second, decide together on a thesis.
• Third, break up the sources and figure which sources can be combined or synthesized in the same paragraph. Which sources, when discussed together, can yield a complex nuanced point?
• Lastly, produce an outlined response (including the synthesized passages) and post it here.

HW:  Take a look at the synthesis anchor papers and write a short 100 word blog post response.

here is where to go for voting.

You know this is ironic, right?

First, in small groups, compare slides and choose a winner–the representative who gets to show his/her 4 slides to the full groups for a workshop critique.  Some questions to consider:

• Is the initial impact powerful without being overly cluttered or garish?
• What do the images convey on a emotional/visceral level?
• Are the choices for font, color, and text flow sound and effective?

Other Gar Reynolds advice is here.

Next, we’ll talk a bit about the write-up.  I’m looking for about a page of reflection that explains your thinking on the following questions:

1. Kairos: How have you adapted your presentation to be effective for this group at this time in this situation?
2. What sources have you chosen? How do you know they are both reliable and persuasive?
3. What images have you chosen? Give me source info and a bit of your thinking on why you used them?
4. What data will you reference? Why is it reliable and how will you present it?

Finally, let’s move our eyes back and forth and design a slide. I’ll give you time to work in class and I’ll try and help individual students.

HW: First presentations on Tue, November 17th

“Progressive Health” by Carl Dennis is a poem in the voice of a strangely seductive health care official. We’ll see a student rendition of it and then in small groups, we’ll analyze it on 2 levels.

1. How and with what strategies does the speaker attempt to convince the poet?  How does he/she use kairos, commonplaces, logic, and other strategies?
2. What is the poem itself trying to convince us of and through what (obviously more indirect) strategies?

Then, we’ll talk a bit about slide design by seeing the Presentation Zen blog.  This is a blog that deals with presentation styles and issues written by Garr Reynolds, a writer who lives in Japan. Look at the blog and especially click on some of the articles on the right side marked archives. See especially Jobs vs. Gates, What is good PowerPoint design, and Where do I get good images?

In a blog post, respond to these questions after you wander around a bit in Presentation Zen.

1. Give examples of the types of advice and example Presentation Zen uses.
2. What kind of persona does the author of the blog present?
3. Why is Jobs better than Gates?
4. How could PZ’s advice help you in your speech?

We’ll look at 2-3 speeches (or at least parts of them).

• Lawrence Lessig at TED

• Dick Hardt about Identity 2.0

• Hans Roslin at TED

Finally, I hope to give you some time to work.

HW: Design at least 4 slides for Thursday and continue your research.

Extra: Are you interested in Prezi?

Then, I’ll go through the Pecha-Kucha assignment, have students break up into pairs, and then use either procon.org, opposingviews, or the KCLS database (Opposing Viewpoints) to choose propositions.  One student will be for the proposition and another will be against. Also, see this site for examples of pecha kuchas.

Finally, I’ll give you class time to begin your research for your topic. Next week, we’ll talk about presentation construction.

HW: Have 5-7 sources and a rough outline of how your argument will proceed.

Then, we’re going to analyze some Malcolm X. Each small group will be  responsible for creating a short presentation that analyzes, compares, and contrasts one aspect of Malcolm’s rhetorical strategies in both “The Ballot or the Bullet” and “Learning to Read.” Here are the topics:

1. Sound-based rhetorical figures (alliteration, anaphora, etc.)
2. Persona
3. Kairos
4. Implied and explicit assumptions
5. Logical Argumentation
6. Framing, metaphors, and allusions

Then, we’ll start a new phase.  I’ll show you what a pecha kucha is and ask you to take a look at OpposingViews.com and look around for some good topics for pair debates.

HW: Choose topics. Use the Opposing Viewpoints database

Next, I’ll read an excerpt from David Foster Wallace and possibly have us share our own DFW-ellian sentences here. Here is the presentation I used.

Then, I want to give you some time to work on college essays while I do a little one-on-one conferencing.

Finally, we’re going to analyze some Malcolm X. Each small group will be  responsible for creating a short presentation that analyzes, compares, and contrasts one aspect of Malcolm’s rhetorical strategies in both “The Ballot or the Bullet” and “Learning to Read.” Here are the topics:

1. Sound-based rhetorical figures (alliteration, anaphora, etc.)
2. Persona
3. Kairos
4. Implied and explicit assumptions
5. Logical Argumentation
6. Framing, metaphors, and allusions

HW: Finish College Essay

Extra: See this blog–>Always Write Badly

1. Show don’t (just) tell
2. Complex sentence structure and sentence variance
3. Your 2 personal qualities

Then, we might take a walk. Turn ‘em in.

Period 5 needs to talk Civil Disobedience today as well.

Then, we’ll look at the AP exam: This is the 2007 exam. Take a look and we’ll take a look at it. Then, we’ll work in small groups to tackle the Scott Russell Sanders piece on Rushdie. Each small group should create a short Keynote that does these things:

1. Identifies at least 4 strategies and characterizes them.
2. Quotes a bit.
3. Then, analyzes the use of these strategies: the purpose, effectiveness, and the less-than-obvious elements of rhetoric.

Then, we’ll look at the anchor papers for that question.

Finally, I want to look at the Multiple Choice section of the AP exam and do one set of questions. Place your answers here.

HW: Read both “Learning to Read” by Malcolm X (in 50 essays and here) and read/listen to the “Ballot or the Bullet speech.” (text here, audio here) In a 200-300 word blog post, compare and contrast the rhetorical purpose, audience, and strategies in these 2 works.