Thursday, September 13, 2012

A Modest Proposal + SOAPSTone Notes

* Read "A Modest Proposal" (1729) by Jonathan Swift
* Take SOAPSTone notes (Identify and explore the significance of speaker, occasion, audience, purpose, subject, and tone in the text. "Explore the significance" means write several thoughtful sentences that interpret the text and make direct references to the text.)
* Record your notes in the comment box below.
* WARNING: Stay on your toes, so to speak. Be careful not to take speaker, purpose, and tone at face value.



A Modest Proposal
by Jonathan Swift (an Anglo-Irish essayist, satirist, and poet; author of Gulliver’s Travels)
First Published in 1729 as a pamphlet. It was printed in Dublin, Ireland and later in London, England.
 

A MODEST PROPOSAL FOR PREVENTING THE CHILDREN OF POOR PEOPLE IN IRELAND FROM BEING A BURDEN TO THEIR PARENTS OR COUNTRY, AND FOR MAKING THEM BENEFICIAL TO THE PUBLIC
It is a melancholy object to those who walk through this great town or travel in the country, when they see the streets, the roads, and cabin doors, crowded with beggars of the female sex, followed by three, four, or six children, all in rags and importuning every passenger for an alms. These mothers, instead of being able to work for their honest livelihood, are forced to employ all their time in strolling to beg sustenance for their helpless infants: who as they grow up either turn thieves for want of work, or leave their dear native country to fight for the Pretender in Spain, or sell themselves to the Barbadoes.
I think it is agreed by all parties that this prodigious number of children in the arms, or on the backs, or at the heels of their mothers, and frequently of their fathers, is in the present deplorable state of the kingdom a very great additional grievance; and, therefore, whoever could find out a fair, cheap, and easy method of making these children sound, useful members of the commonwealth, would deserve so well of the public as to have his statue set up for a preserver of the nation.
But my intention is very far from being confined to provide only for the children of professed beggars; it is of a much greater extent, and shall take in the whole number of infants at a certain age who are born of parents in effect as little able to support them as those who demand our charity in the streets.
As to my own part, having turned my thoughts for many years upon this important subject, and maturely weighed the several schemes of other projectors, I have always found them grossly mistaken in the computation. It is true, a child just dropped from its dam may be supported by her milk for a solar year, with little other nourishment; at most not above the value of 2s, which the mother may certainly get, or the value in scraps, by her lawful occupation of begging; and it is exactly at one year old that I propose to provide for them in such a manner as instead of being a charge upon their parents or the parish, or wanting food and raiment for the rest of their lives, they shall on the contrary contribute to the feeding, and partly to the clothing, of many thousands.
There is likewise another great advantage in my scheme, that it will prevent those voluntary abortions, and that horrid practice of women murdering their bastard children, alas! too frequent among us! sacrificing the poor innocent babes I doubt more to avoid the expense than the shame, which would move tears and pity in the most savage and inhuman breast.
The number of souls in this kingdom being usually reckoned one million and a half, of these I calculate there may be about two hundred thousand couple whose wives are breeders; from which number I subtract thirty thousand couples who are able to maintain their own children, although I apprehend there cannot be so many, under the present distresses of the kingdom; but this being granted, there will remain an hundred and seventy thousand breeders. I again subtract fifty thousand for those women who miscarry, or whose children die by accident or disease within the year. There only remains one hundred and twenty thousand children of poor parents annually born: the question therefore is, how this number shall be reared and provided for, which, as I have already said, under the present situation of affairs, is utterly impossible by all the methods hitherto proposed. For we can neither employ them in handicraft or agriculture; we neither build houses (I mean in the country) nor cultivate land: they can very seldom pick up a livelihood by stealing, till they arrive at six years old, except where they are of towardly parts, although I confess they learn the rudiments much earlier, during which time, they can however be properly looked upon only as probationers, as I have been informed by a principal gentleman in the county of Cavan, who protested to me that he never knew above one or two instances under the age of six, even in a part of the kingdom so renowned for the quickest proficiency in that art.
I am assured by our merchants, that a boy or a girl before twelve years old is no salable commodity; and even when they come to this age they will not yield above three pounds, or three pounds and half-a-crown at most on the exchange; which cannot turn to account either to the parents or kingdom, the charge of nutriment and rags having been at least four times that value.
I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection.
I have been assured by a very knowing American of my acquaintance in London, that a young healthy child well nursed is at a year old a most delicious, nourishing, and wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a fricassee or a ragout.
I do therefore humbly offer it to public consideration that of the hundred and twenty thousand children already computed, twenty thousand may be reserved for breed, whereof only one-fourth part to be males; which is more than we allow to sheep, black cattle or swine; and my reason is, that these children are seldom the fruits of marriage, a circumstance not much regarded by our savages, therefore one male will be sufficient to serve four females. That the remaining hundred thousand may, at a year old, be offered in the sale to the persons of quality and fortune through the kingdom; always advising the mother to let them suck plentifully in the last month, so as to render them plump and fat for a good table. A child will make two dishes at an entertainment for friends; and when the family dines alone, the fore or hind quarter will make a reasonable dish, and seasoned with a little pepper or salt will be very good boiled on the fourth day, especially in winter.
I have reckoned upon a medium that a child just born will weigh 12 pounds, and in a solar year, if tolerably nursed, increaseth to 28 pounds.
I grant this food will be somewhat dear, and therefore very proper for landlords, who, as they have already devoured most of the parents, seem to have the best title to the children.
Infant's flesh will be in season throughout the year, but more plentiful in March, and a little before and after; for we are told by a grave author, an eminent French physician, that fish being a prolific diet, there are more children born in Roman Catholic countries about nine months after Lent than at any other season; therefore, reckoning a year after Lent, the markets will be more glutted than usual, because the number of popish infants is at least three to one in this kingdom: and therefore it will have one other collateral advantage, by lessening the number of papists among us.
I have already computed the charge of nursing a beggar's child (in which list I reckon all cottagers, laborers, and four-fifths of the farmers) to be about two shillings per annum, rags included; and I believe no gentleman would repine to give ten shillings for the carcass of a good fat child, which, as I have said, will make four dishes of excellent nutritive meat, when he hath only some particular friend or his own family to dine with him. Thus the squire will learn to be a good landlord, and grow popular among his tenants; the mother will have eight shillings net profit, and be fit for work till she produces another child.
Those who are more thrifty (as I must confess the times require) may flay the carcass; the skin of which artificially dressed will make admirable gloves for ladies, and summer boots for fine gentlemen.
As to our city of Dublin, shambles may be appointed for this purpose in the most convenient parts of it, and butchers we may be assured will not be wanting; although I rather recommend buying the children alive, and dressing them hot from the knife, as we do roasting pigs.
A very worthy person, a true lover of his country, and whose virtues I highly esteem, was lately pleased in discoursing on this matter to offer a refinement upon my scheme. He said that many gentlemen of this kingdom, having of late destroyed their deer, he conceived that the want of venison might be well supplied by the bodies of young lads and maidens, not exceeding fourteen years of age nor under twelve; so great a number of both sexes in every country being now ready to starve for want of work and service; and these to be disposed of by their parents, if alive, or otherwise by their nearest relations. But with due deference to so excellent a friend and so deserving a patriot, I cannot be altogether in his sentiments; for as to the males, my American acquaintance assured me, from frequent experience, that their flesh was generally tough and lean, like that of our schoolboys by continual exercise, and their taste disagreeable; and to fatten them would not answer the charge. Then as to the females, it would, I think, with humble submission be a loss to the public, because they soon would become breeders themselves; and besides, it is not improbable that some scrupulous people might be apt to censure such a practice (although indeed very unjustly), as a little bordering upon cruelty; which, I confess, hath always been with me the strongest objection against any project, however so well intended.
But in order to justify my friend, he confessed that this expedient was put into his head by the famous Psalmanazar, a native of the island Formosa, who came from thence to London above twenty years ago, and in conversation told my friend, that in his country when any young person happened to be put to death, the executioner sold the carcass to persons of quality as a prime dainty; and that in his time the body of a plump girl of fifteen, who was crucified for an attempt to poison the emperor, was sold to his imperial majesty's prime minister of state, and other great mandarins of the court, in joints from the gibbet, at four hundred crowns. Neither indeed can I deny, that if the same use were made of several plump young girls in this town, who without one single groat to their fortunes cannot stir abroad without a chair, and appear at playhouse and assemblies in foreign fineries which they never will pay for, the kingdom would not be the worse.
Some persons of a desponding spirit are in great concern about that vast number of poor people, who are aged, diseased, or maimed, and I have been desired to employ my thoughts what course may be taken to ease the nation of so grievous an encumbrance. But I am not in the least pain upon that matter, because it is very well known that they are every day dying and rotting by cold and famine, and filth and vermin, as fast as can be reasonably expected. And as to the young laborers, they are now in as hopeful a condition; they cannot get work, and consequently pine away for want of nourishment, to a degree that if at any time they are accidentally hired to common labor, they have not strength to perform it; and thus the country and themselves are happily delivered from the evils to come.
I have too long digressed, and therefore shall return to my subject. I think the advantages by the proposal which I have made are obvious and many, as well as of the highest importance.
For first, as I have already observed, it would greatly lessen the number of papists, with whom we are yearly overrun, being the principal breeders of the nation as well as our most dangerous enemies; and who stay at home on purpose with a design to deliver the kingdom to the Pretender, hoping to take their advantage by the absence of so many good protestants, who have chosen rather to leave their country than stay at home and pay tithes against their conscience to an Episcopal curate.
Secondly, The poorer tenants will have something valuable of their own, which by law may be made liable to distress and help to pay their landlord's rent, their corn and cattle being already seized, and money a thing unknown.
Thirdly, Whereas the maintenance of an hundred thousand children, from two years old and upward, cannot be computed at less than ten shillings a-piece per annum, the nation's stock will be thereby increased fifty thousand pounds per annum, beside the profit of a new dish introduced to the tables of all gentlemen of fortune in the kingdom who have any refinement in taste. And the money will circulate among ourselves, the goods being entirely of our own growth and manufacture.
Fourthly, The constant breeders, beside the gain of eight shillings sterling per annum by the sale of their children, will be rid of the charge of maintaining them after the first year. Fifthly, This food would likewise bring great custom to taverns; where the vintners will certainly be so prudent as to procure the best receipts for dressing it to perfection, and consequently have their houses frequented by all the fine gentlemen, who justly value themselves upon their knowledge in good eating: and a skilful cook, who understands how to oblige his guests, will contrive to make it as expensive as they please.
Sixthly, This would be a great inducement to marriage, which all wise nations have either encouraged by rewards or enforced by laws and penalties. It would increase the care and tenderness of mothers toward their children, when they were sure of a settlement for life to the poor babes, provided in some sort by the public, to their annual profit instead of expense. We should see an honest emulation among the married women, which of them could bring the fattest child to the market. Men would become as fond of their wives during the time of their pregnancy as they are now of their mares in foal, their cows in calf, their sows when they are ready to farrow; nor offer to beat or kick them (as is too frequent a practice) for fear of a miscarriage.
Many other advantages might be enumerated. For instance, the addition of some thousand carcasses in our exportation of barreled beef, the propagation of swine's flesh, and improvement in the art of making good bacon, so much wanted among us by the great destruction of pigs, too frequent at our tables; which are no way comparable in taste or magnificence to a well-grown, fat, yearling child, which roasted whole will make a considerable figure at a lord mayor's feast or any other public entertainment. But this and many others I omit, being studious of brevity.
Supposing that one thousand families in this city would be constant customers for infants flesh, besides others who might have it at merry meetings, particularly weddings and christenings: I compute that Dublin would take off annually about twenty thousand carcasses, and the rest of the kingdom (where probably they will be sold somewhat cheaper) the remaining eighty thousand.
I can think of no one that will possibly be raised against this propasal, unless it should be urged that the number of people will be thereby much lessened in the kingdom. This I freely own, and it was indeed one principal design in offering it to the world. I desire the reader will observe, that I calculated my remedy for this one individual Kingdom of Ireland, and for no other that ever was, is, or, I think, ever can be upon earth. Therefore let no man talk to me of other expedients: Of taxing our absentees at five shillings a pound: Of using neither clothes, nor household furniture, except what is our own growth and manufacture: Of utterly rejecting the materials and instruments that promote foriegn luxury: Of curing the expensiveness of pride, vanity, idleness, and gaming in our women: Of introducing a vein of parsimony, prudence, and temperance: Of learning to love our country, wherein we differ even from Laplanders, and the inhabitants of Tompinamboo: Of quitting our animosities and factions, nor act any longe like the Jews, who were murdering one another at the very moment their city was taken: Of being a little cautious not to sell our country and consciences for nothing: Of teaching landlords to have at least one degree of mercy towards their tenants. Lastly, of putting a spirit of honesty, industry, into our shopkeepers, who, if a resolution could now be taken to buy only our native goods, would immediately unite to cheat and exact upon us in the price, the measure and goodness, nor could ever yet be brought to make one fair propasal of just dealing, though often and ernestly invited to it.
Therefore I repeat, let no man talk to me of these and the like expedients, till he hath at least a glimpse of hope that there will ever be some hearty and sincere attempt to put them in practice. But as to myself, having been wearied out for many years with offering vain, idle, visionary thoughts, and at length utterly dispairing of success, I fortunately fell upon this propasal, which as it is wholly new, so it hath something solid and real, of no expense and little trouble, full in our own power, and whereby we can incur no danger in disobliging England. For this kind of commodity will not bear exportation, the flesh being of too tender a consistence to admit a long continuance in salt, although perhaps I could name a country that would be glad to eat up our whole nation without it.
After all, I am not so violently bent upon my own opinion as to reject any offer proposed by wise men, which shall be found equally innocent, cheap, easy, and effectual. But before something of that kind shall be advanced in contradiction to my scheme, and offering a better, I desire the author or authors will be pleased maturely to consider two points. First, as things now stand, how they will be able to find food and raiment for an hundred thousand useless mouths and backs. And secondly, there being a round million of creatures in human figure throughout this kingdom, whose whole subsistence put into a common stock would leave them in debt two millions of pounds sterling, adding those who are beggars by profession to the bulk of farmers, cottagers, and laborers, with their wives and children who are beggars in effect: I desire those politicians who dislike my overture, and may perhaps be so bold as to attempt an answer, that they will first ask the parents of these mortals, whether they would not at this day think it a great happiness to have been sold for food, at a year old in the manner I prescribe, and thereby have avoided such a perpetual scene of misfortunes as they have since gone through by the oppression of landlords, the impossibility of paying rent without money or trade, the want of common sustenance, with neither house nor clothes to cover them from the inclemencies of the weather, and the most inevitable prospect of entailing the like or greater miseries upon their breed for ever.
I profess, in the sincerity of my heart, that I have not the least personal interest in endeavoring to promote this necessary work, having no other motive than the public good of my country, by advancing our trade, providing for infants, relieving the poor, and giving some pleasure to the rich. I have no children by which I can propose to get a single penny; the youngest being nine years old, and my wife past child-bearing.
(1729)
THE END

Wednesday, September 5, 2012

Resources for Week 1 Assignments

Compass Student Handbook
Annotate with underlining/highlighting and comments (ideas, feelings, questions) in the margin
or, take double-entry notes: information (quotations, paraphrase on the left; ideas, feelings, questions on the right).
Be prepared to use your annotations or notes in a Socratic Seminar on Friday, September 7.

Rhetorical Analysis Web Directions
Read the directions and ask questions on Thursday, September 6.
Webs are due Wednesday, September 12.

Sunday, August 26, 2012

Summer Session #3: Dogtown, rhetorical purpose, rhetorical analysis, synthesis writing, art observation


AP English Language and Composition Seminar #3
Dogtown by Elyssa East

Seminar Goals
·         Deepen our understanding of the relationship between purpose, argument and rhetorical strategies & techniques
·         Deepen our understanding of how to synthesize research, experience, and observation to gain understanding and to make arguments
·         Deepen our understanding of our own relationship with where we live and important places in our lives

Seminar Activities

Introduction to the Cape Ann Museum and to the seminar’s goals and activities

Achieving a purpose
Use brainstorm writing, pair sharing, and whole group sharing to explore the purpose of Dogtown: to persuade, to inform, to engage.
What is Elyssa East trying to persuade her audience of? What point is she trying to make ?
What were you informed of while reading the book? (Students wrote down two specific things.
How does East effectively engage her audience? What choices did East make that did not engage you?

Noticing & Analyzing
Use brainstorm writing, pair sharing, and whole group sharing to explore Elyssa East’s purpose(s), argument(s), and rhetorical strategies/techniques.
(in the Folly Cove Auditorium)
What did you notice about East's rhetorical strategies and techniques? What did you notice about her use of storytelling, setting imagery, and characterization? How does the organization of the book contribute to her argument and other purposes? What did you notice about her style, voice, and tone? How is point of view significant in the book?

Use direct observation and note-taking to explore Marsden Hartley’s use of artistic techniques to create meaning and effect in his art. 
What do you see in the paintings: composition, color, line, shape, space, texture, pattern?
What effect does the painting have on you? What feelings and ideas does it produce?
How do the choices made by the artist contribute to its effect and meaning?
(Marsden Hartley exhibit)

Researching & Synthesizing
Use Socratic seminar observations and thoughts about Marsden Hartley’s art to understanding Elyssa East’s Dogtown.
How does your experience observing and thinking about the paintings affect your understanding of parts of East's book?
(in the Folly Cove Auditorium)

Use Socratic seminar to explore how Elyssa East synthesizes research, experience, and observation to persuade, inform, and entertain her reader.
(in the Folly Cove Auditorium)

Reflecting & Taking next steps
Use direct observation and note-taking to reflect on the relationship between art and ourselves.
(in the Museum--tba)

Use brainstorm writing, pair-sharing, and Socratic seminar to explore the relationship between research and ourselves.
(in the Folly Cove Auditorium)

Compile questions to send to Elyssa East.

Discuss how all of this will inform what we do during the school year.


Those of you who did not attend the third AP English Language and Composition summer seminar must write a substantial response (300+ words) to the summary provided above. Your response may be informal but it must thoughtfully relate your careful reading of the memoir with the concepts presented in the summary. Although you are free to respond to anything in the summary of the first session, you might want to pay particular attention to the underlined passages. I look forward to hearing from you.

All summer work (except for the quotation responses for your choice book) must be completed by the first day of class August 26, 2012. (In other words by 8/26/12 quotation responses for All Souls, Omnivore's Dilemma, and Dogtown must be completed, and students who did not attend one or more seminar must complete blog comments for the seminar(s) they missed.)

Tuesday, July 31, 2012

Summer Session #2: Omnivore's Dilemma, Deepening Rhetorical Analysis, and Making Arguments of Your Own

On Monday, July 30 we convened for the second AP English Language and Composition summer seminar. We spent the entire class in room 2207 which had been recently cleaned. The desks were arranged in four rows with the two rows on the left facing to the right and the two rows on the right facing to the left. This set-up allowed us to share in pairs at a few points during the seminar.

I had several goals for the seminar. (1) I wanted to practice rhetorical analysis using Omnivore's Dilemma. (Rhetorical analysis is figuring out what argument a text makes and how it makes that argument.) Rhetorical analysis is at the core of AP English Language and Composition. (2) I also wanted you to practice making your own arguments in response to positions presented in a complex text.

Why these goals? On the AP English Language and Composition exam you will write three essays. (1) One essay asks you to analyze the rhetorical strategies in a piece of writing. (2) Another essay asks you to understand a position (an argument, a point, a thesis) and then to respond to that position with an argument of your own. (3) A third essay requires that you read several sources and then synthesize the sources into an argument of your own. (Omnivore's Dilemma is a book-length version of the third type of essay.) The summer is all about laying the foundations for writing these three essays.

Opening: Building a Bridge from All Souls to Omnivore's Dilemma
I opened the session by emphasizing the importance of making connections and analyzing the writer's choices when responding to quotations. I then quickly reviewed the quotation response grading rubric and returned your All Souls quotation responses. I asked you to remember the rhetorical strategies used by Michael Patrick MacDonald in All Souls and to explain how those strategies contributed to his purposes.

I explained that we read All Souls first because, like the fiction (novels and plays) that you're used to reading in English classes, memoirs rely on characters, setting, and series of related events to convey their themes and achieve their purposes. So although for many of you rhetorical analysis is new, the type of book was not new. On the other hand, Omnivore's Dilemma is probably quite different from what you're used to reading, and it presents readers with new challenges. We spent most of the seminar trying to make sense of what we found in the book and why it was put there (that way) by the author.

Rhetorical Analysis
After a five minute break I presented two big questions which I wrote on the board (using different words than I'll use here):

* What stands out in Omnivore's Dilemma? (In other words, what parts seem most interesting, most memorable, most important, most moving, most difficult, etc.?)

* In Omnivore's Dilemma what is the big argument that Michael Pollan makes? (In other words, what is his main point? What is his thesis?)

Then I divided the book into its three sections: I. Industrial, II. Pastoral, III. Personal. (I also divided the second section into its two parts (Big Organic and Polyface). Each section was given its own column on the whiteboard at the front of the class.

Industrial
In pairs you brainstormed "what stood out" in the first section. After the brainstorm the pairs shared their responses with the whole class. In the "Industrial" column I wrote down what the pairs reported out.

As we went I asked "how does that thing that stood out--that detail, that passage, that language choice, that idea--help reveal and contribute to Pollan's overall purpose in the book?"On the left side of the board I started to write down your ideas about Pollan's overall purpose. We continued making connections between what stood out and Pollan's purpose.

We decided that in the first section Pollan's purpose was  (1) to reveal what's hidden behind and within the food most of us eat; (2) to show that industrial food unnaturally changes the human body, the environment, plants, and animals; (3) to show that emphasizing quantity over quality is bad for farmers, the environment, the health of eaters, animals, and tax payers; (4) to show that although industrial food feeds people cheaply and easily there are significant hidden costs; (5) to show that biodiversity is necessary: nature is a complex system (or organism) not a simple machine; (6) to remind readers of traditional ways that can help eaters and producers.

As we discussed how the parts that stand out contribute to the whole argument, we also discussed how parts relate to other parts, how parts relate to our own experiences, observations, and prior learning, and how the Pollan's particular strategies and choices--creating characters, telling stories, adding parenthetical comments, selecting details, weaving personal experience with research, organizing sections and creating sequences, writing in an authoritative but intimate voice--are effective or ineffective.

Pastoral & Personal
We spent more than an hour on the Industrial section so had less time for the Pastoral and Personal sections. However, we did have time for pairs to share "what stood out" in these sections and for the pairs to report out. We continued connecting the elements that stood out to Pollan's overall purpose.

Our Own Arguments
I'd hoped to have more time for this, but despite time constraints we were able to share in pairs and then report out our own opinions about particular, very specific parts of the book. Each of you chose one idea in the book (it could be one of Pollan's ideas or an idea presented by someone else) that you felt strongly about. I then asked you to decide whether you agreed with the idea, opposed it, or would revise it. We'll continue practicing our own arguments throughout the year.

During this part of class we also talked about becoming as knowledgeable as possible and making choices that support our opinions, particularly our most deeply held values.

Dogtown
At the very end of class I introduced the next book, Elyssa East's Dogtown: Death and Enchantment in a New England Ghost Town. In your quotation responses look for the big ideas (the overall argument, the important themes). Ask yourself, how do the parts contribute to the whole? How do the writer's choices work? How do they contribute? Do they ever detract? If you're able to understand the argument and how its made, then you can respond: agreeing, disagree, or revising.
***
Those of you who did not attend the second AP English Language and Composition summer seminar must write a substantial response (300+ words) to the summary provided above. Your response may be informal but it must thoughtfully relate your careful reading of the memoir with the concepts presented in the summary. Although you are free to respond to anything in the summary of the first session, you might want to pay particular attention to the underlined passages. I look forward to hearing from you.
***
[Final final note, the last seminar--on Dogtown--has been moved to Wednesday, August 22, 9:00 a.m. at the Cape Ann Museum on Pleasant St. in Gloucester.]




Wednesday, July 11, 2012

Summer Session #1: All Souls & an Introduction to Rhetorical Analysis

On Monday, July 9 I held the first AP English Language and Composition 2012 summer seminar. We spent the first part of class in 2209 and then moved to the library. (Thank you Mr. Telles and Mrs. Saunders.)

The goals for the session were to introduce and have students work with (1) rhetorical analysis strategies (how do the writer's choices contribute to his purpose?) , (2) thematic tension (how do big concepts--like belonging and exclusion, civic pride and truth-telling--relate to each other in the book?), and (3) connections to yourself (how do your prior experiences and observations contribute to your understanding of the memoir and to its effect on you?)

(I've used italics to help you keep track of important concepts from the first session.)

Opening
I opened the session by asking you to think about what stood out to you in Michael Patrick McDonald's memoir All Souls. Then we considered how the book related to your prior experiences and knowledge. Although this might have seemed to be small talk, this opening contributed to our goals by getting us to notice the writer's choices, the memoir's themes, and the relationship those choices and themes have to our own lives.

Rhetorical Analysis
Then we went deeper into the concept of rhetorical analysis, a concept that is at the core of AP English Language and Composition. In small groups (pairs or trios) students shared preliminary ideas about the "purpose" of MacDonald's book. (Before we discussed I introduced three general possibilities for rhetorical purpose: to persuade, to inform, and to entertain. Most writing attempts some combination of all three.) The idea that MacDonald wanted to inform the reader about injustices in Southie came up. Another student thought that the memoir's purpose was to inform the reading by telling the truth about Southie. These ideas--and others--were woven through the rest of the session.

We then discussed some of the techniques that MacDonald used to achieve his purpose. Students seemed to agree that his narrative voice was important. It was suggested that MacDonald used informal, conversation language in the memoir. We then discussed how this choice of language might have contributed to his purpose (particularly in relation to "telling the truth about Southie). I also mentioned that when we talk about language choice we can speak more specifically about syntax (sentence structure) and type of word choice (diction). Syntax can be simple or complex. Syntax can be conventional or unconventional. Diction can be archaic, formal, standard, informal, colloquial, vulgar. These choice affect how a reader experiences a piece of writing.

We also talked about MacDonald's characterizations of people and places. For example, Frankie was characterized in a way that led to a certain amount of surprise about his death. Kevin was characterized in a way that made his death less of a surprise but still moving. MacDonald planted seeds earlier in the book so that the deaths would be moving. Again MacDonald's choices about how he portrayed characters served his larger purpose.

Another choice we discussed was the narrative structure. Why does MacDonald begin and end with the vigil? How does this contribute to his overall purpose?

Through this discussion of how the writer's choices contribute to his purpose we also discussed how Aristotle's rhetorical triangle could be used to explain the effectiveness of MacDonald's writing. Aristotle suggested that there are three main forms of persuasion. A writer can use reason (the Greek word is logos), emotion (the Greek word is pathos), her/his own credibility or trustworthiness (the Greek word is ethos) to appeal to the audience. We discussed specific was that MacDonald cultivated  pathos and ethos in All Souls.

As we used discussed the rhetorical strategies used in All Souls important questions emerged. One question was in All Souls what is the relationship between "(1) the injustices, tragedies, and traumas in Southie; (2) the pride Southie residents feels about their neighborhood; (3) the need to tell the truth about what's happening in their neighborhood; and (4) healing from the traumas and improving the neighborhood?" We found this to be an essential but difficult question to answer. (For AP English Language the next question--which I never asked but which you might address in your rhetorical analysis web at the end of the summer--is how do MacDonald's rhetorical strategies contribute to his answer to that question? If you didn't attend the first session you might begin to address the question in your comment too.) 

Socratic Seminar
Then in the library we practiced an inner circle / outer circle Socratic seminar in the library by discussing which of the following word pairs "belonging and exclusion," "appearances and reality" or "pride and critique" was most and least relevant to MacDonald's purpose in All Souls. (I may have used slightly different words on Monday.) We tried to explain the relationship of the word pairs to specific passages in the memoir.

For our penultimate activity I asked you to go through your quotation responses and mark places where you would add to your analysis particularly considering the importance of rhetorical analysis (how a writer's choices contribute to purpose) and the relationship between the individual passages and the book's overall themes (how do the parts contribute to the whole).

Finally, I introduced the next book, Omnivore's Dilemma. In doing so I encouraged students to pay attention to your food choices at home and in the supermarket. I also encouraged students to visit the farmers market on Thursdays at Stage Fort Park. When you're writing your responses make sure you (1) discuss the meaning of the passage in context, (2) discuss the relationship of the passage to other parts of the book and/or to the work as a whole, and (3) discuss how the writer's choices contribute to meaning. 

[Final final note, the last seminar--on Dogtown--as been moved to Wednesday, August 22 at the Cape Ann Museum on Pleasant St. in Gloucester.]

Those of you who did not attend the first AP English Language and Composition summer seminar must write a substantial response (300+ words) to the summary provided above. Your response may be informal but it must thoughtfully relate your careful reading of the memoir with the concepts presented in the summary. Although you are free to respond to anything in the summary of the first session, you might want to pay particular attention to the italicized passages. I look forward to hearing from you.

Next session 8:00 a.m. July 30.


Friday, June 15, 2012

Summer Schedule

Congratulations on completing your sophomore year.
Welcome to AP English Language and Composition.

I promised that when the dust settled on the 2011-2012 school year that I'd send you a comprehensive description of the summer work.
Here it is.


Read All Souls by Michael Patrick MacDonald and complete ten passage responses by Monday, July 9.
On Monday, July 9 at 8:00 am in room 2207 we will meet for our first summer seminar.
Bring a copy of All Souls and ten passage responses*.
If you cannot attend the session you must (1) send an email to Mr. James Cook with the reason you cannot attend, (2)  turn in your passage responses through email, and (3) read the description of the session posted on the blog (apenglangghs2014.blogspot.com) and write a response in the comment box.

Read Omnivore’s Dilemma by Michael Pollan and complete ten passage by Monday, July 30.
On Monday, July 30 at 8:00 am in room 2207 we will meet for our second summer seminar.
Bring a copy of Omnivore's Dilemma and ten passage responses*.
If you cannot attend the session you must (1) send an email to Mr. James Cook with the reason you cannot attend, (2)  turn in your passage responses through email, and (3) read the description of the session posted on the blog (apenglangghs2014.blogspot.com) and write a response in the comment box.

Read Dogtown: Death and Enchantment in a New England Ghost Town by Elyssa East by Wednesday, August 22. [Please note that the date has been changed.]
On Wednesday, August 22 at 9:00 am at the Cape Ann Museum (27 Pleasant Street, Gloucester) we will meet for our third summer seminar.
Bring a copy of Dogtown and ten passage responses*.
If you cannot attend the session you must (1) send an email to Mr. James Cook with the reason you cannot attend, (2)  turn in your passage responses through email, and (3) read the description of the session posted on the blog (apenglangghs2014.blogspot.com) and write a response in the comment box.

*Passage Response Assignment in greater detail:
Here is a link to directions for the passage response assignment.
Here is a link to a template for the passage response assignment.

Finally--and this is very important--when responding to the quotations I'm looking for you (1) to demonstrate an understanding of the quotation in context, (2) to discuss how the quotation is significant (in relation to the book as a whole, in relation to the world beyond the book, in relation to your personal experiences and observations), and (3) to analyze how the choices the writer makes (the point of view, the writing style, the tone, the characterizations, the narrative, the imagery, the selection of detail, the structure, etc.) contribute to the effectiveness of the book. You won't be able to do all of this in response to every quotation but taken as a whole your responses should show that you've thought deeply about what the book says to the reader, what it does to the reader, how, and perhaps even why.

Please send me an email in response so I know you received the email.
Write "Got it!" in the subject line. (Write more if you have any questions.)

all the best,
Mr. James Cook

Monday, May 21, 2012

Welcome to your blog!


1. Who are you? (No, no. Who are you really?) And who are you not?
Develop a response in the comment box below.
Include your first name and last initial at the beginning of your post.
If you have trouble commenting stop by 2207 and I can give you a quick tutorial.

2. Below you'll also find a copy of the letter I gave you on Tuesday.

Dear 2012-2013 AP English Language and Composition students,

During the 2012-2013 school year Gloucester High School will offer AP English Language and Composition for the second time. Late in the winter of 2012 you chose to take this course and now you have been accepted.  

You may have said to your self, "What have I gotten into?"
Here's a short version of the fun ahead.

During the summer you are expected to read All Souls by Michael Patrick MacDonald, The Omnivore’s Dilemma by Michael Pollan, Dogtown: Death and Enchantment in a New England Ghost Town by Elyssa East, and a book of your choice. You will also be expected to keep a passage response journal for each work, participate in three AP English Language summer sessions at Gloucester High School, post comments on the AP English Language blog (apenglangghs2014.blogspot.com), and create an argument web. (You will find out more about the web in during the summer.) This list is not intended to scare you off. However, I want to be honest and upfront about the expectations. If you are seriously committed to reading, analyzing, writing, researching, talking, debating, and thinking at a college level, I promise that you will find the summer experience – and the course as a whole – to be fulfilling and rewarding. 


During each term of the school year you will read several hundred pages, write a couple dozen pages, and participate in several graded discussions. You are expected to be self-motivated and genuinely engaged; and, since the goal of the class is for every student to do well on the AP exam, it is important that you are willing to work with classmates in small groups to analyze text and evaluate peer work. You will learn from the texts, your teacher, and each other. To achieve this goal the class atmosphere must be collegial rather than competitive, and you must do your share of the work.

Please consider this description of the course and make a decision about whether or not you are committed to fulfilling the requirements of AP English Literature and Composition. Please complete the "commitment form" (on the back of this letter) and return it to me, Mr. James Cook, in room 2207 by Friday, May 25. If you have questions about any of the expectations please stop by 2207. I am looking forward to getting to know you.


Sincerely,

Mr. James Cook                        
English Teacher                                     
Gloucester High School