Respond in the comment box.
1. Narrate your role in the creation of your group's real world rhetoric. How did you contribute? What did you do?
2. Compare your group's original vision as expressed in your proposal letter with the actual final product.
a. What turned out as you hoped--or better? Explain.
b. What (if anything) changed? Why?
c. What didn't go as well as you had hoped? What would you work on if you had more time? What might you do differently? Explain.
3. Explain how the particular choices made by your group contributed to effectively conveying your message and achieving the purpose of your rhetoric.
Monday, May 20, 2013
Friday, May 17, 2013
Reminders
Due on Monday, May 20.
1) 10+ responses to quotations from a Gloucester book. Read this post for comments about the books or what the responses should include.
2) 10+ responses to quotations from a work of a book-length research-based argument. Read this post for comments about the books or what the responses should include.
3) A work of creative rhetoric with a real world audience: hand in (or send me a link to) your creative rhetoric & hand in an up-to-date version of your proposal letter. As I have told you in class, the letter must be revised to reflect any changes you have made in the project. Read this post for comments about my expectations for the project and the letter.
1) 10+ responses to quotations from a Gloucester book. Read this post for comments about the books or what the responses should include.
2) 10+ responses to quotations from a work of a book-length research-based argument. Read this post for comments about the books or what the responses should include.
3) A work of creative rhetoric with a real world audience: hand in (or send me a link to) your creative rhetoric & hand in an up-to-date version of your proposal letter. As I have told you in class, the letter must be revised to reflect any changes you have made in the project. Read this post for comments about my expectations for the project and the letter.
Glouceter Project: Getting Started
On Monday you will begin conducting preliminary research in the Gloucester High School library.
Before you get in there I want you to have a starting place: an essential question and a topic .
Here some of the essential questions related to Gloucester (or, more broadly, Cape Ann) culture. Under each question are topics that might be explored to address the question.
Question #1 about change:
Change is inevitable. However, some changes are radical and severe; such changes can--for good or ill--alter the character of a polis. Other changes are built upon, nourished by, and informed by an understanding of the past. What changes should and should not take place in Gloucester?
Possible topics:
* The proposed changes to the Fort
* The future of the fishing industry in Gloucester
* The role of maritime industries/business other than fishing
* The role of tourism in Gloucester
* The role of the arts in Gloucester
* The possible uses of Fuller School
* The future of public education in Gloucester
Question #2 about change:
How are cultural changes that have already taken place significant?
* the changes in the fishing industry
* the changes created by Urban Renewal (particularly in the 1960s)
* the changes in parts of Gloucester: Dogtown, Stage Fort Park, the Fort, Rocky Neck, Lanesville, etc.
* the changes in public education in Gloucester
* the changes in writing and the arts (Charles Olson, Vincent Ferrini, and T.S. Eliot created and adapted new, innovative kinds of poetry in the 20th century; Stuart Davis, Edward Hopper, Marsden Hartley, Nell Blaine and others created and adapted new kinds of painting in the 20th century)
* the changes in gender roles (Judith Sargent Murray, women working in fish factories and for Mighty Mac, the Fishermen's Wives Association)
* the changes in religious observance and celebration: the Portuguese Crowning Ceremony, St. Peter's Fiesta, the arrival of the Unification Church, the rise of the Universalist church and the separation of church and state, etc.
* the conversion of the Haskell-Pierce House into a parking lot and pocket park by the Cape Ann Museum
* the changes in the economic and cultural use of particular places, such as Stage Fort Park, the inner harbor, Magnolia, Lanes Cove, Dogtown, etc.
* other?
Question #3 about change:
How has Gloucester been a site of innovation?
* scientific innovators in Gloucester and Cape Ann: John Hays Hammond, Clarence Birdseye, schooner designers, etc.
* poetic and artistic innovators in Gloucester and Cape Ann (see above)
* educational innovations: Project Adventure, lots of art schools in Magnolia and East Gloucester, the now closed charter school, O'Maley Innovation School, Charles Olson's role in Black Mountain Colleg
* other?
Question #4 about change:
How has Gloucester been a site of cultural preservation?
* artistic conservatives in Gloucester and Cape Ann (many artists resisted modern changes to art and wanted to preserve older ways of creating art)
* Cape Ann Museum, The Sargent House Museum, Babson Museum, Sleeper House, White-Ellery House, Captain Elias Davis House, etc.
* other?
Question:
What parts of Gloucester culture do we know, what do we not know, and what do we think we only know? What aspects of Gloucester culture are people referring to when they say "that's so Gloucester" or "the Gloucester way of life"? What aspects of Gloucester culture are generally excluded from what people mean by Gloucester culture? How do different parts of Gloucester have unique and separate cultures?
Possible topics:
* heroic and/or tragic figures and events: The Perfect Storm, Howard Blackburn, the original settlers in 1623, any and all of the men on the Man at the Wheel cenotaph, any and all of those who served in the wars, Gloucester privateering
teen pregnancies in 2008 (and before and beyond)
* lesser known significant cultures: Cape Ann's Jewish community, Native Americans on Cape Ann, Maritime Canadian immigration
* lesser known significant industries: 19th quarrying in Lanesville and Rockport, 18th and 19th century trade with the far east and the west indies, grand hotels in Magnolia, etc.
* lesser known figures: Newman Shea (fisherman labor leader), Mason Walton (the Hermit of Magnolia),
* the cultures of Fort, Portuguese Hill, East Gloucester, West Gloucester, Magnolia, Annisquam, Lanesville, etc.
* other?
Question:
How has Gloucester played a significant role in major historical events? How have people associated with Gloucester played a role in those events?
* Gloucester trading vessels, West Indian slavery, and the triangular trade
* Newman Shea and the fight for fair labor practices for fisherman
* the Unitarians and the separation of Church and State
* the early feminism and philosophical beliefs of Judith Sargent Murray
* the military and political career of Benjamin Butler (the Civil War and beyond)
* the political and social beliefs of Mason Walton, the Hermit of Dogtown
* Roger Babson's influence on economics and politics (before, during, and after the Great Depression)
* A. Piatt Andrew from the American Field Service to the bridge over 128
* Gloucester's first poet laureate Vincent Ferrini and radical labor politics in Lynn
* Charles Olson in FDR's administration and at Black Mountain College
Question:
What role has Gloucester had in shaping the work of writers and artists? What role have writers and artists had in shaping Gloucester?
Possible topics:
* any writer, poet, painter, sculptor, photographer, architect, dancer, actor, etc.
* Other?
Question:
What is the significance, meaning, and value of public art, monuments, memorials, parks, and/or architecture?
Possible topics:
* the meaning, value, and effectiveness of public art: the Fisherman's Statue (the Man at the Wheel), the Fishermen's Wives Memorial, Babson's rocks in Dogtown, the Spanish-American War Memorial, the World War II Memorial, the Vietnam War Memorial, the Joan of Arc Statue
* the significance of architecture: Sleeper house, City Hall, Hammond Castle, etc.
* the significance of parks: Dogtown, Ravenswood, Stage Fort, etc.
* Other?
Question:
What role has Gloucester had in shaping the cultures that come to Gloucester? What role have those cultures had in shaping Gloucester?
Possible topics:
* the role of immigration: English, Canadian, Irish, Portuguese, Italian, Brazilian
* the role of religion: Puritanism, Unitarianism, Universalism, Catholicism, Judaism, Evangelical Christianity, Unificationism
* Other?
In the comment box tell me what question and topic you want to start exploring on Monday. (Create your own if you have ideas of your own. You're also welcome to modify one of the ideas above.) See you Monday.
Before you get in there I want you to have a starting place: an essential question and a topic .
Here some of the essential questions related to Gloucester (or, more broadly, Cape Ann) culture. Under each question are topics that might be explored to address the question.
Question #1 about change:
Change is inevitable. However, some changes are radical and severe; such changes can--for good or ill--alter the character of a polis. Other changes are built upon, nourished by, and informed by an understanding of the past. What changes should and should not take place in Gloucester?
Possible topics:
* The proposed changes to the Fort
* The future of the fishing industry in Gloucester
* The role of maritime industries/business other than fishing
* The role of tourism in Gloucester
* The role of the arts in Gloucester
* The possible uses of Fuller School
* The future of public education in Gloucester
Question #2 about change:
How are cultural changes that have already taken place significant?
* the changes in the fishing industry
* the changes created by Urban Renewal (particularly in the 1960s)
* the changes in parts of Gloucester: Dogtown, Stage Fort Park, the Fort, Rocky Neck, Lanesville, etc.
* the changes in public education in Gloucester
* the changes in writing and the arts (Charles Olson, Vincent Ferrini, and T.S. Eliot created and adapted new, innovative kinds of poetry in the 20th century; Stuart Davis, Edward Hopper, Marsden Hartley, Nell Blaine and others created and adapted new kinds of painting in the 20th century)
* the changes in gender roles (Judith Sargent Murray, women working in fish factories and for Mighty Mac, the Fishermen's Wives Association)
* the changes in religious observance and celebration: the Portuguese Crowning Ceremony, St. Peter's Fiesta, the arrival of the Unification Church, the rise of the Universalist church and the separation of church and state, etc.
* the conversion of the Haskell-Pierce House into a parking lot and pocket park by the Cape Ann Museum
* the changes in the economic and cultural use of particular places, such as Stage Fort Park, the inner harbor, Magnolia, Lanes Cove, Dogtown, etc.
* other?
Question #3 about change:
How has Gloucester been a site of innovation?
* scientific innovators in Gloucester and Cape Ann: John Hays Hammond, Clarence Birdseye, schooner designers, etc.
* poetic and artistic innovators in Gloucester and Cape Ann (see above)
* educational innovations: Project Adventure, lots of art schools in Magnolia and East Gloucester, the now closed charter school, O'Maley Innovation School, Charles Olson's role in Black Mountain Colleg
* other?
Question #4 about change:
How has Gloucester been a site of cultural preservation?
* artistic conservatives in Gloucester and Cape Ann (many artists resisted modern changes to art and wanted to preserve older ways of creating art)
* Cape Ann Museum, The Sargent House Museum, Babson Museum, Sleeper House, White-Ellery House, Captain Elias Davis House, etc.
* other?
Question:
What parts of Gloucester culture do we know, what do we not know, and what do we think we only know? What aspects of Gloucester culture are people referring to when they say "that's so Gloucester" or "the Gloucester way of life"? What aspects of Gloucester culture are generally excluded from what people mean by Gloucester culture? How do different parts of Gloucester have unique and separate cultures?
Possible topics:
* heroic and/or tragic figures and events: The Perfect Storm, Howard Blackburn, the original settlers in 1623, any and all of the men on the Man at the Wheel cenotaph, any and all of those who served in the wars, Gloucester privateering
teen pregnancies in 2008 (and before and beyond)
* lesser known significant cultures: Cape Ann's Jewish community, Native Americans on Cape Ann, Maritime Canadian immigration
* lesser known significant industries: 19th quarrying in Lanesville and Rockport, 18th and 19th century trade with the far east and the west indies, grand hotels in Magnolia, etc.
* lesser known figures: Newman Shea (fisherman labor leader), Mason Walton (the Hermit of Magnolia),
* the cultures of Fort, Portuguese Hill, East Gloucester, West Gloucester, Magnolia, Annisquam, Lanesville, etc.
* other?
Question:
How has Gloucester played a significant role in major historical events? How have people associated with Gloucester played a role in those events?
* Gloucester trading vessels, West Indian slavery, and the triangular trade
* Newman Shea and the fight for fair labor practices for fisherman
* the Unitarians and the separation of Church and State
* the early feminism and philosophical beliefs of Judith Sargent Murray
* the military and political career of Benjamin Butler (the Civil War and beyond)
* the political and social beliefs of Mason Walton, the Hermit of Dogtown
* Roger Babson's influence on economics and politics (before, during, and after the Great Depression)
* A. Piatt Andrew from the American Field Service to the bridge over 128
* Gloucester's first poet laureate Vincent Ferrini and radical labor politics in Lynn
* Charles Olson in FDR's administration and at Black Mountain College
Question:
What role has Gloucester had in shaping the work of writers and artists? What role have writers and artists had in shaping Gloucester?
Possible topics:
* any writer, poet, painter, sculptor, photographer, architect, dancer, actor, etc.
* Other?
Question:
What is the significance, meaning, and value of public art, monuments, memorials, parks, and/or architecture?
Possible topics:
* the meaning, value, and effectiveness of public art: the Fisherman's Statue (the Man at the Wheel), the Fishermen's Wives Memorial, Babson's rocks in Dogtown, the Spanish-American War Memorial, the World War II Memorial, the Vietnam War Memorial, the Joan of Arc Statue
* the significance of architecture: Sleeper house, City Hall, Hammond Castle, etc.
* the significance of parks: Dogtown, Ravenswood, Stage Fort, etc.
* Other?
Question:
What role has Gloucester had in shaping the cultures that come to Gloucester? What role have those cultures had in shaping Gloucester?
Possible topics:
* the role of immigration: English, Canadian, Irish, Portuguese, Italian, Brazilian
* the role of religion: Puritanism, Unitarianism, Universalism, Catholicism, Judaism, Evangelical Christianity, Unificationism
* Other?
In the comment box tell me what question and topic you want to start exploring on Monday. (Create your own if you have ideas of your own. You're also welcome to modify one of the ideas above.) See you Monday.
Friday, May 3, 2013
Getting Ready... (One Week to Go)
I made a mistake.
On Friday here was my plan: correct the multiple choice questions, calculate scores, read a strong response to the JFK rhetorical analysis (Q2) prompt, and then, with the model essay and the rubric in mind, give each other feedback on our own essays.
But in A-block we got bogged down in the example essay. That was my fault. My intent in showing you the example essay was to convey to you that it is more important to be able to explain how the rhetoric conveys the purpose than to identify fancy strategies with Greek names. I also wanted to make sure that your essay conveyed an understanding of how rhetoric works in the whole--the beginning, middle, and end of the reading--not just in a few patches.
You can successfully organize your rhetorical analysis two ways: (1) by breaking down the reading into sections and then analyzing each section of the reading or (2) by analyzing one rhetorical strategy at a time. But sometimes using the second method leads students into narrow arguments that don't convey a sense of the most important ways that rhetorical strategies contribute to the purpose.
Some of you have been very successful using the strategy-by-strategy method. Keep going that if it works. If it has not worked for you then I invite you to try the section-by-section method this weekend. Use whichever strategy best suits you and the task.
Go to page 9 after clicking on this link to find a Q2 from the 2011 (Form B) exam. I think the best way to analyze the rhetoric in this reading is section-by-section. Take forty minutes to write a response and bring it to class on Monday.
***
As requested here is a link to more information about the exam. Scroll down for every essay question asked from 1999 to 2012. If you're worried about the synthesis question take a look at "Question 1". (Synthesis questions were not asked before 2007.) If you're worried about rhetorical analysis look at "Question 2". If you're worried about argument look at "Question 3".
If you go to the link above you can prepare for the exam by...
(1) reading prompts and writing plans/outlines for essays,
(2) looking at sample essays (What is strong about the sample essays? What is weak?),
(3) looking at the grading commentary at the end of the sample essays, and
(4) looking at "Scoring performance Q & A" (This is where the graders talk about what students did well and not so well on each question.)
See you on Monday.
On Friday here was my plan: correct the multiple choice questions, calculate scores, read a strong response to the JFK rhetorical analysis (Q2) prompt, and then, with the model essay and the rubric in mind, give each other feedback on our own essays.
But in A-block we got bogged down in the example essay. That was my fault. My intent in showing you the example essay was to convey to you that it is more important to be able to explain how the rhetoric conveys the purpose than to identify fancy strategies with Greek names. I also wanted to make sure that your essay conveyed an understanding of how rhetoric works in the whole--the beginning, middle, and end of the reading--not just in a few patches.
You can successfully organize your rhetorical analysis two ways: (1) by breaking down the reading into sections and then analyzing each section of the reading or (2) by analyzing one rhetorical strategy at a time. But sometimes using the second method leads students into narrow arguments that don't convey a sense of the most important ways that rhetorical strategies contribute to the purpose.
Some of you have been very successful using the strategy-by-strategy method. Keep going that if it works. If it has not worked for you then I invite you to try the section-by-section method this weekend. Use whichever strategy best suits you and the task.
Go to page 9 after clicking on this link to find a Q2 from the 2011 (Form B) exam. I think the best way to analyze the rhetoric in this reading is section-by-section. Take forty minutes to write a response and bring it to class on Monday.
***
As requested here is a link to more information about the exam. Scroll down for every essay question asked from 1999 to 2012. If you're worried about the synthesis question take a look at "Question 1". (Synthesis questions were not asked before 2007.) If you're worried about rhetorical analysis look at "Question 2". If you're worried about argument look at "Question 3".
If you go to the link above you can prepare for the exam by...
(1) reading prompts and writing plans/outlines for essays,
(2) looking at sample essays (What is strong about the sample essays? What is weak?),
(3) looking at the grading commentary at the end of the sample essays, and
(4) looking at "Scoring performance Q & A" (This is where the graders talk about what students did well and not so well on each question.)
See you on Monday.
Tuesday, April 23, 2013
Responding with Creative Rhetoric
Responding
with Creative Rhetoric
Write a proposal letter.
(Use a business letter format.) Submit it to me using your group’s Google Doc.
Due Monday, April 29.
What message do you want to convey with your
rhetoric? Why? Who is your audience?
What
point do you want to get across to what audience?
Attach a SOAPSTone for your rhetoric. Use complete
sentences.
What medium (or media) do you want to use to
convey your message? How does the medium (media) suit the message? What will
make it rhetorically effective? (In other words, how will it persuade, inform,
and/or engage an audience?)
ideas:
anti-ad(s)(Adbusters Culturejamming)
satire
(writing, visual, video) (The Onion, "A Modest Proposal")
public
service announcement (PSA)
a short documentary
informative,
persuasive visualization (on wealth inequality, on drone strikes)
dystopian
fiction (Brave New World) (This could be in the form of prose, a script,
and/or video.)
activist fiction (The Jungle by Upton Sinclair)
poem-to-the-editor ("A Scream to the Editor" by Charles Olson
read by Jimmy Tarantino)
letter-to-the-editor (Gloucester Daily Times, New York Times, etc.)
letter
writing campaign (Action Tips: Organize a Letter Writing Campaign)
public
protest (including signs)
public
meeting (including speech and visuals)
private
meeting (including hand-out and visuals)
How will you use research to make your rhetoric
effective?
Consult
at least three sources of information related to the message.
Consult
at least three sources of information related to the medium.
Attach an annotated works consulted page.
How will each member of the group contribute to
creating the rhetorical response to your topic?
What do you hope to accomplish with your rhetoric?
Monday, April 22, 2013
AP Vocabulary (from 1996 packet)
Post part(s) of speech and definition(s) for the word(s) you have been assigned in the comment box below.
General Use Words
aesthetic, coalesce, behemoth, troglodyte, precocious, didactic, combative, plumule, crux, pelagic, wanton, tern, stave, wrest, circumscribe, precipitous, paucity, delegation, dubious, brusque, enigmatic, undercut
Rhetorical and Literary Terms
antecedent, syllogism, ad hominem, syntax, elegiac, deductive, colloquial, apostrophe
General Use Words
aesthetic, coalesce, behemoth, troglodyte, precocious, didactic, combative, plumule, crux, pelagic, wanton, tern, stave, wrest, circumscribe, precipitous, paucity, delegation, dubious, brusque, enigmatic, undercut
Rhetorical and Literary Terms
antecedent, syllogism, ad hominem, syntax, elegiac, deductive, colloquial, apostrophe
Friday, April 5, 2013
Nonfiction Reading!
The Gloucester list is complete. The other list is a work in progress. (You may propose your own book-length researched argument.)
In the comment box please let me know when you have selected a book.
For each book you will submit a quotation response journal of at least ten quotations and responses. Responses should show an understanding of what the quotation means, how the quotation conveys that meaning (rhetorical strategies), how the quotation relates to the work as a whole, and how the quotation connects to yourself, other texts, and/or other learning.
Gloucester Narratives
Captains Courageous by Rudyard Kipling
The Perfect Storm by Sebastian Junger
The Last Fish Tale by Mark Kurlansky
The Lone Voyager by Joseph Garland
The Fish and the Falcon by Joseph Garland
The Hungry Ocean by Linda Greenlaw
Decline of Fishes by Peter Anastas
Broken Trip by Peter Anastas
Book-length Researched Argument
Technology
The Shallows: What the Internet is Doing to Our Brains by Nicholas Carr
You Are Not a Gadget: A Manifesto by Jaron Lanier
Present Shock: When Everything Happens Now by Douglas Rushkoff
The End of Big: How the Internet Makes David the New Goliath by Nicco Mele
Work and the Economy
Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich
The Travels of a T-Shirt in the Global Economy: An Economist Examines the Markets, Power, and
Politics of World Trade by Pietra Rivoli
No Logo: Taking Aim at the Brand Bullies by Naoimi Klein
Power, Inc.: The Epic Rivalry Between Big Business and Government--and the Reckoning That Lies Ahead by David Rothkopf
Sports and Culture
Moneyball by Michael Lewis
How Soccer Explains the World: an Unlikely Theory of Globalization by Franklin Foer
Other
Outliers: The Story of Success by Malcolm Gladwell
Quiet: The Power of Introverts by Susan Cain [Here's a link to an interview with Cain about how teachers can better engage introverts.]
Surfaces and Essences: Analogy as the Fuel and Fire of Thinking by Douglas Hofstadter and Emmanuel Sander
In the comment box please let me know when you have selected a book.
For each book you will submit a quotation response journal of at least ten quotations and responses. Responses should show an understanding of what the quotation means, how the quotation conveys that meaning (rhetorical strategies), how the quotation relates to the work as a whole, and how the quotation connects to yourself, other texts, and/or other learning.
Gloucester Narratives
Captains Courageous by Rudyard Kipling
The Perfect Storm by Sebastian Junger
The Last Fish Tale by Mark Kurlansky
The Lone Voyager by Joseph Garland
The Fish and the Falcon by Joseph Garland
The Hungry Ocean by Linda Greenlaw
Decline of Fishes by Peter Anastas
Broken Trip by Peter Anastas
Book-length Researched Argument
Technology
The Shallows: What the Internet is Doing to Our Brains by Nicholas Carr
You Are Not a Gadget: A Manifesto by Jaron Lanier
Present Shock: When Everything Happens Now by Douglas Rushkoff
The End of Big: How the Internet Makes David the New Goliath by Nicco Mele
Work and the Economy
Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich
The Travels of a T-Shirt in the Global Economy: An Economist Examines the Markets, Power, and
Politics of World Trade by Pietra Rivoli
No Logo: Taking Aim at the Brand Bullies by Naoimi Klein
Power, Inc.: The Epic Rivalry Between Big Business and Government--and the Reckoning That Lies Ahead by David Rothkopf
Sports and Culture
Moneyball by Michael Lewis
How Soccer Explains the World: an Unlikely Theory of Globalization by Franklin Foer
Other
Outliers: The Story of Success by Malcolm Gladwell
Quiet: The Power of Introverts by Susan Cain [Here's a link to an interview with Cain about how teachers can better engage introverts.]
Surfaces and Essences: Analogy as the Fuel and Fire of Thinking by Douglas Hofstadter and Emmanuel Sander
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