unit 2-Sin and Syntax - Mr. Coiamrcoia.com/school/pdf/AP11/unit 2-Sin and Syntax.pdf · Unit #2: Sin and Syntax AP Language and Composition ... • Discuss “I Know Why the Caged

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Unit #2: Sin and Syntax AP Language and Composition Mr. Coia Name: _________________________Date:______________ Period: ________ Tues 9/20 • Meet and discuss persuasive papers with

partner (look for appeals) • Discuss “I Know Why the Caged Bird Can’t

Read” essay • Handouts: Rhetorical Terms, Graphic

Organizer for Rhetorical Analysis, Syntax lecture

• Write #1: What comes to your mind when you hear the word, sin?

• Read Jonathan Edwards’ biography (Elements of Literature, 44) and selections from his “Resolutions”; complete SOAPS on “Resolutions”

HW: Rhetorical Terms 1-5 flashcards Thurs 9/22 • Read Edwards’s “Sinners in the Hands of

an Angry God” (EOL 45-51); SOAPS • Small Groups: Find the appeals, figurative

language, Biblical allusions, and syntactical strategies

• Which strategies are most effective for a sermon? Why?

• Syntax: Sentence Structures

HW: AP Practice Test: Multiple Choice; for any five questions, write why this is the correct answer Mon 9/26 • Quiz on Rhetorical Terms (RT) 1-5 • Read Langston Hughes’s “Salvation”;

SOAPS; complete questions • Regarding rhetoric and content, what do

these two pieces (“Sinners” and “Salvation”) have in common? How do they differ?

• Syntax: Juxtaposition, Parallel structure, Repetition, and Rhetorical question

HW: AP Practice Test: Multiple Choice; for any five questions, write why this is the correct answer Wed 9/28 • In-class writing: Answering an AP essay

prompt • Grading and reading anchor papers • Syntax: Examining Syntax Print the complete text of MLK’s “Letter from Birmingham Jail”; it is in our LC book, but we will mark up this important document

[http://web.cn.edu/kwheeler/documents/Letter_Birmingham_Jail.pdf is one place to find this] Fri 9/30 • Write #2: From what you know about the

Civil Rights movement, how do you think Martin Luther King used rhetoric to persuade?

• Read and SOAPS “Letter from Eight Clergymen” (LC 260-261); rhetorical strategies?

• Begin MLK’s “Letter from Birmingham Jail” (LC 261). Read paragraphs 1-27 (stop at line, “You speak of our activity” p. 268)

• Collect examples of rhetorical strategies HW: Type an original periodic sentence based on MLK’s paragraph #14 (When you…you will then understand); complete any 5 of questions 1-7. Use some of the new syntactical skills in your answers. Tues 10/4 • Quiz on Rhetorical Terms (RT) 1-10 and AP

Multiple-Choice quiz on MLK passage • Sharing periodic sentences and responses. • Finish “Letter to Birmingham Jail” • Small Groups: Four SquareFind appeals,

syntactical rhetoric, Biblical allusions, and other strategies

• Complete any three of questions 8-12 HW: MLK Questions; begin work on AP essay question (choose one of the four) Thurs 10/6 • Discuss responses to questions • Groups based on essay choice • Work on writing essay • Sign out The Scarlet Letter HW: MLK Essay (I suggest completing it before the long weekend!); read and notate chapters 1-6 (not “Custom House”) Tues 10/11 • Quiz on Rhetorical Terms (RT) 1-15 • Begin The Scarlet Letter (new unit guide is

forthcoming) HW: Chapters 7-11

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Assignments for this Unit Elements of Literature Textbook We’ll use our textbook for reading selections this unit. Remember, the entire textbook is online so you are without excuse.

Site: http://my.hrw.com Username: dodea11stude Password: n5s9e

Notebook Check You’ll need the following for our third notebook check. Tuesday 11/16 LA Handouts:

• Unit guide 2 (on top) • Unit guide 1 • Sedaris and Alexie readings • “How Do I Format My Paper?” (separate from unit guide 1) • Class Rules (separate from unit guide 1)

LA Classwork: Notes from lectures, presentations, mini-lessons from the start of school. Remember you should be taking notes each class period. You will also have ample loose-leaf paper in your binder, and your pens, pencils, highlighter, etc.

Rhetorical Terms Study

We will continue our study of course vocabulary for this class by memorizing Rhetorical

Terms.

Each week, we will review a group of terms. You will do the following after our study:

o Create flash cards, one per word

o On the front, include the word and number

o On the back, include the meaning of the term and an original example of it.

o Be sure that it is neat and clear. You may want to add color to assist in memorizing

o You may want to create the entire set at once, so you can spend your time studying,

not creating

o You can include a pronounciation guide on the card, if that helps you

o Have a title card with your name and period #

o Bring your completed work for each quiz

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Ad Hominem

In an argument, this is an attack on the person rather than on the opponent’s ideas. It comes from the Latin meaning “against the man.” Example:

• “I disagree with the author because he is an idiot.”

• “You are a teenager, so what do you know?”

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“Letter from Birmingham Jail” AP Essay Questions Choose any one to complete. 1. Rhetorical Analysis In paragraphs 13 and 14, Martin Luther King Jr. argues for the urgency of changing segregation laws. Write an essay analyzing the rhetorical strategies he uses to make his argument. 2. Rhetorical Analysis In paragraphs 27 through 31, Martin Luther King Jr. considers the accusation that his nonviolent protest movement is “extreme.” Write an essay analyzing the rhetorical strategies he employs to respond to this claim. 3. Argument Martin Luther King Jr. claims in “Letter from Birmingham Jail” that “it is an historical fact that privileged groups seldom give up their privileges voluntarily. Individuals may see the moral light and voluntarily give up their unjust posture; but…groups tend to be more immoral than individuals” (paragraph 12). Write an essay defending, challenging, or qualifying King’s claim. Support your position with evidence from your own experience, observation, or knowledge. 4. Argument King made the following observation from “Letter from Birmingham Jail”: “Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Lukewarm acceptance is much more bewildering than outright rejection” (paragraph 23). Write an essay explaining why you agree or disagree with King’s statement. Use specific evidence from your own experience, observation, or reading to develop your position.

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Name: _________________________Date:______________ Period: ________ “Salvation” by Langston Hughes Questions You can type your responses if you prefer. 1. What impact do the two opening sentences-one a rather dramatic statement, the second a qualification-have on you? ____________________________________________________________________________ ____________________________________________________________________________ 2. How does Hughes create a setting for his narrative? ____________________________________________________________________________ ____________________________________________________________________________ 3. What strategies does Hughes use to bring the reader into the immediacy of the revival meeting? Which senses does he engage? ____________________________________________________________________________ ____________________________________________________________________________ 4. What rhetorical strategies does Hughes use in paragraph 3 to mimic the sound of a sermon? ____________________________________________________________________________ ____________________________________________________________________________ 5. Note the way Hughes uses very short, simple sentences in this narrative. How does this style enhance his purpose? ____________________________________________________________________________ ____________________________________________________________________________ 6. For what rhetorical purpose does Hughes use dialogue? Try restating one or two passages of dialogue as straight narrative. How does your change affect the impact? ____________________________________________________________________________ ____________________________________________________________________________ 7. How does Hughes use biblical imagery in this passage? Is he being ironic? Explain. ____________________________________________________________________________ ____________________________________________________________________________ 8. Why is the purpose of the final long-cumulative-sentence? Could it have been broken up into two shorter sentences, yet retain the same effect? ____________________________________________________________________________ ____________________________________________________________________________

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Name: _________________________Date:______________ Period: ________ “Letter from Birmingham Jail” Questions You can type your responses if you prefer. 1. What is King’s tone in the opening paragraph? might you make an argument for its being ironic? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2. Why does he arrange paragraphs 2-4 in the order that he does? How would reversing the order have changed the impact? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3. How do King’s allusions to biblical figures and events appeal to both ethos and pathos? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 4. Why does King go into such detail to explain the basic principles and process of the nonviolent protest movement? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 5. In the long sentence in paragraph 14 (beginning with "But when you have seen ... "), why does King arrange the "when" clauses in the order that he does? Try repositioning them and discuss the difference in effect. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6. Paragraph 16 exerts a strong appeal to logos. How can you express King's argument(s) in a series of syllogisms? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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7. What are the rhetorical strategies in paragraph 25? Try to identify at least four. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 8. What are the chief rhetorical strategies in paragraph 31? Identify at least five. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 9. Trace one of the following patterns of figurative language throughout King's "Letter": darkness and light, high and low, sickness and health. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 10. King uses various kinds of repetition-repetition of single words or phrases, of sentence structures, and of sounds. Focusing on a passage of one or more paragraphs' length, discuss the effect of King's use of repetition. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 11. Why does King wait until the end of his "Letter" (paragraphs 45 and 46) to address the clergymen's claim that the Birmingham police behaved admirably? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 12. Considering the final three paragraphs as King's conclusion, discuss whether you believe it is rhetorically effective. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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SYNTAX OVERVIEW Sentence Structure Considers the Following: 1. Sentence length

a. telegraphic (<5 words) b. short (about 5 words) c. medium (about 18 words) d. long (30 words +)

2. Beginnings

a. Variety? b. Pattern?

3. Arrangement of ideas in sentence 4. Arrangement of ideas in paragraph 5. Sentence patterns:

a. Declarative i. (assertive): The king is sick.

b. Imperative: commands c. Interrogative: asks d. Exclamatory: emphasis

Simple sentence: o The singer bowed to her adoring audience. Compound sentence: o The singer bowed to the audience, but she sang no encores. Complex sentence: o After she bowed to the audience, the singer sang an encore. Compound-complex sentence: o After she bowed to the audience, the singer sang an encore and she acknowledged her adoring fans.

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Loose sentence: o Makes sense if brought to a close before the actual ending:

We reached Edmonton/that morning/after a turbulent flight/and some exciting experiences

Periodic sentence: o Makes sense only when the end of the sentence is reached

That morning, after a turbulent flight and some exciting experiences, we reached

Edmonton Balanced sentence: o Phrases or clauses balance each other in strucuture, meaning, or length

He maketh me to lie down in green pastures; he leadeth me beside still waters.

Natural order: o Constructing a sentence so the subject comes before the predicate

Oranges grow in California. Inverted order: o Constructing a sentence so the predicate comes before the subject

California grow oranges. Inverted order reverses normal sentence patterns to create an emphatic or rhythmic effect. Split order: o Constructing a sentence that divides the predicate into two parts with the subject in the middle

In California oranges grow. JUXTAPOSITION

• Poetic & rhetorical device • Normally unassociated ideas, words, • or phrases are placed next to each • other • Creates an effect of surprise and wit

The apparition of these faces in the crowd;/Petals on a wet, black bough Ezra Pound “In a Station of the Metro”

PARALLEL STRUCTURE

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• Grammatical or structural similarity between sentences or parts of a sentence

• Arrangement of words, phrases, sentences, and paragraphs so • elements are

• of equal importance • Equally developed • Similarly phrased

He was walking, running, and jumping for joy REPETITION

• Words, sounds, ideas used more than once • Enhances rhythm • Creates emphasis

“Government of the people, by the people, for the people, shall not perish from earth”

RHETORICAL QUESTION • Expects no answer • Draws attention to a point • Generally stronger that a direct statement

• “If Mr. Ferchoff is always fair, as you have said, why did he refuse to listen to Mrs. Baldwin’s arguments?”

Examining opening sentence:

She was standing in the middle of

the railroad tracks. What devices can be considered?

• Subjective pronoun (‘she’) lacks an antecedent

• Sense of curiosity as to who she is

• Use of past progressive tense

• Possibility of danger associated with the living creature standing in

the middle of the railway tracks

• Sentence order (natural)

EXAMINE SYNTAX WITH A SINGLE SENTENCE:

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Next morning when the first light came into the

sky and the sparrows stirred in the trees, when

the cows rattled their chains and the rooster

crowed and the early automobiles went

whispering along the road, Wilbur awoke and

looked for Charlotte.

E. B. White EXAMINE SYNTAX WITH A SINGLE SENTENCE:

Col. Grangerford was very tall and very slim,

and had a darkish-paly complexion, not a sign

of red in it anywheres; he was clean-shaved

every morning all over his thin face, and he had

the thinnest kind of lips, and the thinnest kind

of nostrils, and a high nose, and heavy

eyebrows, and the blackest kind of eyes, sunk so

deep back that they seemed like they was

looking out of caverns at you, as you may say. Mark Twain

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The Resolutions of Jonathan Edwards

(1703-1758) Being sensible that I am unable to do anything without God’s help, I do humbly entreat him by his grace to enable me to keep these Resolutions, so far as they are agreeable to his will, for Christ’s sake. Remember to read over these Resolutions once a week. 1. Resolved, that I will do whatsoever I think to be most to God’s glory, and my own good, profit and pleasure, in the whole of my duration, without any consideration of the time, whether now, or never so many myriad’s of ages hence. Resolved to do whatever I think to be my duty and most for the good and advantage of mankind in general. Resolved to do this, whatever difficulties I meet with, how many and how great soever. 3. Resolved, if ever I shall fall and grow dull, so as to neglect to keep any part of these Resolutions, to repent of all I can remember, when I come to myself again. 6. Resolved, to live with all my might, while I do live. 7. Resolved, never to do anything, which I should be afraid to do, if it were the last hour of my life. 8. Resolved, to act, in all respects, both speaking and doing, as if nobody had been so vile as I, and as if I had committed the same sins, or had the same infirmities or failings as others; and that I will let the knowledge of their failings promote nothing but shame in myself, and prove only an occasion of my confessing my own sins and misery to God. 10. Resolved, when I feel pain, to think of the pains of martyrdom, and of hell. 14. Resolved, never to do anything out of revenge. 15. Resolved, never to suffer the least motions of anger to irrational beings. 17. Resolved, that I will live so as I shall wish I had done when I come to die. 20. Resolved, to maintain the strictest temperance in eating and drinking.

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28. Resolved, to study the Scriptures so steadily, constantly and frequently, as that I may find, and plainly perceive myself to grow in the knowledge of the same. 36. Resolved, never to speak evil of any, except I have some particular good call for it. 41. Resolved, to ask myself at the end of every day, week, month and year, wherein I could possibly in any respect have done better. 48. Resolved, constantly, with the utmost niceness and diligence, and the strictest scrutiny, to be looking into the state of my soul, that I may know whether I have truly an interest in Christ or no; that when I come to die, I may not have any negligence respecting this to repent of. 52. I frequently hear persons in old age say how they would live, if they were to live their lives over again: Resolved, that I will live just so as I can think I shall wish I had done, supposing I live to old age. 54. Whenever I hear anything spoken in conversation of any person, if I think it would be praiseworthy in me, Resolved to endeavor to imitate it. 56. Resolved, never to give over, nor in the least to slacken my fight with my corruptions, however unsuccessful I may be. 58. Resolved, not only to refrain from an air of dislike, fretfulness, and anger in conversation, but to exhibit an air of love, cheerfulness and benignity. 59. Resolved, when I am most conscious of provocations to ill nature and anger, that I will strive most to feel and act good-naturedly; yea, at such times, to manifest good nature, though I think that in other respects it would be disadvantageous, and so as would be imprudent at other times. 67. Resolved, after afflictions, to inquire, what I am the better for them, what good I have got by them, and what I might have got by them. 69. Resolved, always to do that, which I shall wish I had done when I see others do it. 70. Let there be something of benevolence, in all that I speak.

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