Break Homework

Hi guys!  Hope you are enjoying your break!  Please be sure to finish reading The Omnivore's Dilemma--there will be an assessment on the Monday we come back.

Stone Barns Reflection

Please complete and bring to class tomorrow (Friday):

QUESTIONS FOR REFLECTION:

CHOOSE THREE (3) AND USING THE PROPER TRANSITIONS, ANSWER IN ESSAY FORM.  USE APPROPRIATE EVIDENCE FROM OMNIVORE AND STONE BARNS LITERATURE, IF NECESSARY.

1)      What, specifically did you enjoy about the trip to Stone Barns?

2)      Describe the life of the Stone Barns pigs, as opposed to the life of pigs on factory farms.

3)      Describe the life of the Stone Barns chickens, as opposed to the life of chickens on factory farms.

4)      Describe three things you learned about sustainable farming from the trip and/or by reading Omnivore.

5)      How did Omnivore change the way you think about the food you eat? (If it didn’t, choose another question).  How did the trip to Stone Barns reinforce what you discovered?

6)      Describe one change you will make in your life as a result of reading Omnivore/visiting Stone Barns.

7)      This was a bumper sticker I saw on a car parked in the Stone Barns lot: “When the people lead, the leaders will follow.”  How might that quote relate to Omnivore and what you learned at Stone Barns?

8)      How did your trip to Stone Barns illustrate what Wendell Berry wrote: “Eating is an agricultural act”?

Freezing on the Farm

Have you guys thawed out yet?  Here are some pics of the trip!  And don't forget, your revised "Buy Nothing Day" essays are due tomorrow!

Re: Trip Tomorrow

Please dress as WARMLY as possible for tomorrow's trip--multiple layers, hats, scarves, mittens, you name it.  Remember, we will be doing farm "chores" and wear sturdy shoes.  No uniform required in the interest of dressing appropriately for the activities we need to do.

Please report directly to the auditorium--do NOT go to your first period classes.

Students who are filming for broadcast, please remember to bring your cameras!  This is going to be fun!!!

Argumentative Essay Scores on Teacherease

Check Teacherease tonight for your score on the "Buy Nothing" Argument Essay.  Tomorrow, in class, please finish your Wendell Berry questions, then work on revising your Argument essays for a higher score.  Essays will be on my desk...help yourselves! 

Remember, we need a chaperone or two for our Stone Barns trip!  Ask your parents/guardians to come along!

Homework Due Thursday

Here is the link to the NY Times article I read to you in class on Wednesday ("The Main Course Had an Unhappy Face):  http://www.nytimes.com/2010/11/21/nyregion/21citycritic.html?_r=1  Choose one of the 136 comments that resonates with you in some way, and copy it into your Reader's Sourcebook (or cut and paste it, print it out, attach it to your sourcebook).  Then comment on the comment, perhaps explaining why you agree or disagree with the writer of the comment, and/or making connections to your own experience.

The Link...Again

Here is the link to Parallel Structure notes, for real this time:

http://www.towson.edu/ows/parallelism.htm

Link to Parallel Structure Website and Reminder

Here is the link to the parallel structurhttp://www.towson.edu/ows/modulePARALLEL.htme

Please remember to read Chapter 12 for tomorrow and write 7-10 entries in your sourcebook. 

For extra credit write a paragraph or two of a speech and include an example of parallel structure.

For Tomorrow, Nov. 21

Tomorrow, Monday, I will check your Sourcebooks for Chapter 11 entries.  Please bring The Omnivore's Dilemma to class for group discussion of Chapter 11.  I will also hand back the second Argumentative Essay, graded. 

"What's For Dinner?" Paper Part I

Write a 2-page (minimum) description of a dinner at your family’s house.  Write in first person point-of-view, as yourself, someone who is partaking of the meal.  Write for your classmates—imagine you are bringing us (or one of us) to dinner for the first time.  Consider: What needs explaining?  What seems “natural” to you that might seem “unnatural” or need explanation for someone outside your family/culture?

Pollan says (on p. 4), "Our culture codifies the rules of wise eating in an elaborate structure of taboos, rituals, recipes, manners and culinary traditions that keep us from having to reenact the omnivore's dilemma at every meal." What taboos, rituals, recipes, manner and culinary traditions function in your home? (Don't assume a norm, and don't start to feel guilty because your experience doesn't match it--what we are looking for here is an account of the diversity of our habits....)

Make the description as concrete and specific as possible; evoke all of the senses.
Try to provide as much data as you can: the concrete materiality of what the meal looks/sounds/smells/touches/tastes like.

Part II will involve you re-writing this story, digging beneath it, performing an archeology of the meal, figuring out where it comes from, what work goes into making it, where it is located ecologically and economically, but for now: just describe the food itself, and make the experience of eating it as vivid as you can. 
Pollan writes up four meals in his book (three of them can be found in chapters 7, 14, 20); feel free to look at them if you want models.  Ex: Chapter 7, Fast Food Meal: eating in the car, wrapped as presents, etc.

First Draft Due: TUESDAY, OCTOBER 26

Important Reminder About Trip

Please remember to have your parent or guardian read the letter about the trip to Stone Barns, sign the permission slip and give you a check for $37 made out to WJPS for MONDAY!!!

This trip is directly tied to the curriculum for this course, and an assignment will be given at its competetion.

E-Portfolio

I will be returning your "Public Space" essays tomorrow.  You will find your grade on the rubric.  PLEASE check Teacherease for comments about your work.  You all did a wonderful job with this assignment.  Thank you.

The last phase of this assignment requires you to upload the final copy of your essay to E-Portfolio.  Additionally, you must complete the reflection at the prompt by considering your experience with this assignment, personal assessment of your performance, and any additional comments you would like to make.   THIS IS NOT OPTIONAL.  If you experience any difficulties, please let me know as soon as possible.

Reading Homework for Monday, October 18

Please read chapters 4-7 (including chapter 7) in Omnivore's Dilemma for Monday.  Write 7-10 double entry responses in your Reader's Sourcebook per chapter. 

We will be going over the AP multiple choice questions you completed last week on Thursday--please bring them to class. 

REMINDER!!!

Please remember to bring "Omnivore" and your Reader's Sourcebooks to class on Tuesday so we can finish our discussion of Chapters 1-3.  If you did not complete your logs, please do so by Tuesday.

Have a great weekend!

Homework for Friday

Read Chapters 1-3 in The Omnivore's Dilemma.  Make 7-10 entries in your Reader's Sourcebook.  Bring the Reader's Sourcebook to class, along with the book, on Friday!

Reminders

Please remember to bring your copy of The Omnivore's Dilemma on Monday, as well as your Readers Sourcebook.

Have a great weekend!

Ms. D

Create a Food Journal!

Create a food log in your Writers' Sourcebook.  Fold the paper in half lengthwise.  On one side, list everything you eat for the entire day (Thursday) in as much detail as possible.  For example, include type of food, brand, flavor, etc.  On the other side, explain each food choice.  Choices can be made for a variety of reasons, including availability, cost, health, religious or traditional reasons, etc.  Due in class Friday.

Don't forget your final drafts of your Public Space essay due Friday, as well.

Happy eating!

Ms. D

Reminders

Hi students,

Hope you are enjoying your weekend!  Remember, the first draft of your essays are due Tuesday at the beginning of class for peer review.  Please feel free to e-mail me if you are stuck! 

Also, just a reminder that we will beginning The Omnivore's Dilemma, by Michael Pollen on October 4.  Please be sure to either purchase the book or reserve it from your library by that date.  If you anticipate having difficulty procuring the book, please let me know as soon as possible. 

Ms. D

"Altering Public Space" Essay Assignment

The concept of "altering public space" was described by Brent Staples in his essay, "Black Men and Public Space."  Staples set out to prove that wherever he went, people misjudged him as a "mugger, rapist or worse" based on his appearance.  He proved his idea that African American men often alter public space by offering multiple EXAMPLES and ANECDOTES (little stories).

Write about how you alter public space (or how you've watched someone else alter public space).  What assumptions do people make about you?  What changes do you observe in people's behavior when you are around?  How does that affect your own behavior?  How does it make you feel?  What do you wish would happen?

Be sure to follow these guidelines for success:
*    Essay should be in NARRATIVE form (a story told from first person point of view--yours!)
*    Essay should include a MINIMUM of four examples or anecdotes to illustrate your point (thesis).
*    Each example or anecdote must be engaging in its own right.  The writing should be fresh and full of sensory detail.
*    Essay should be 3-4 pages in length minimum, typed, titled, double spaced, 12 point font, Times New Roman
*    First draft due in class Tuesday, September 28 for peer review.  First draft MUST make the page requirement.  Failure to bring the first draft to class the day it is due with result in an alternate assignment--writing a letter to your parent or guardian explaining why you are unprepared for class.
*    Final draft is due in class Friday, October 1.  Please include with the final draft any prewriting materials, the first draft and any subsequent drafts, and the rubric. 
*    THE LINK TO YOUR FINAL DRAFT MUST BE ATTACHED TO THIS BLOG IN THE FORM OF A COMMENT.
*    FINAL DRAFTS MUST ALSO BE UPLOADED E-PORTFOLIO IN ORDER TO RECEIVE  A GRADE.

Welcome to AP Language and Composition

Welcome to AP Language and Composition!

“In the largest study ever of the impact of AP on college success…the researchers said they found ‘strong evidence of benefits to students who participate in both AP courses and exams in terms of higher GPAs, credit hours earned and four-year graduation rates’” (Washington Post 1/30/2007)  Furthermore, since AP students experience the rigors of a college course, they generally fare better in higher education than non-AP students, even if they fail to pass the AP exam. 

This class is equivalent to a college-level freshman composition course, not only in academic rigor, but also in class expectations and structure.  When noting an acceptable grade for an AP class on a student’s transcript, college admissions officers should have a reasonable expectation that the student applicant has experienced a college-level curriculum. 

Consequently, you must make a commitment to prioritize this class by devoting your full attention and best efforts.  In order to meet your commitment, you must practice quality work habits, including:

·         Prepare for class by completing assigned readings, writing and research processes

·         Submit all assignments on time

·         Pay strict attention in class, and participate in class discussions whenever possible

·         Always do your best!