The process letter encourages them to think about the extent to which both quick plans and more detailed outlines may be used in organizing their thoughts before drafting.introduces Aristotelian Appeals.
Students identify ethos, logos and pathos in magazine, web and television advertisements, analyzing their purpose, their effect, and the insight they give into cultural values and assumptions.
Discussions, worth 30% of the final grade, are evaluated based upon the depth, insight and thoughtfulness of each posted comment.
Students are expected to respond to one another as well as to the readings, so that the virtual classroom may generate a rich, complex and interesting exchange of ideas.
The lesson’s written component asks students to defend, based upon opposing philosophical statements by Immanuel Kant and Jean-Paul Sarte, their own definition of what makes a person “good.”In addition to reviewing with plenty of examples such literary terms as diction, connotation, denotation, syntax, parallelism, metaphor, structure and tone, this lesson explains the process of making inferences and collecting evidence from a text.
Students read and evaluate sample essays based upon an AP prompt analyzing Michel-Guillaume-Jean de Crevecoeur’s (Swovelin 48).
Students look at the successful use of concessions and qualifications in a strong thesis, along with the analysis and revision of several weak thesis statements.
The final writing assignment is a persuasive prompt responding to a passage by Ralph Waldo Emerson (98).
Critiques explain successes and delineate problems needing further work.
Along with instructor feedback, each student receives at least one workshop critique from his or her peers in the class, and completes one comprehensive revision based upon comments.