Thursday, November 19--"A Room of One's Own" cumulative assessment directions

In class: vocabulary quiz "Rime of the Ancient Mariner"
           
              Directions for the final assessment for Virginia Woolf's "A Room of One's Own"
             class handout / copy below

Below are the directions for the final assessment. You have up to four days in class for writing.
      For those who have completed their assignment by the end of day on Monday, we will have a game / celebration day on Tuesday. For those who still need work on Tuesday, you will work with Ms. Walsh or in the office. However, I repeat that ALL ESSAYS ARE DUE ON TUESDAY AT THE END OF THE DAY, AFTER WHICH THEY ARE WORTH ONLY 50 points.

Please be mindful that if you did not complete the last Hamlet essay, you are failing, as it's the only writing assignment in the grade book; and this weighs in the 50% category. The "Room" essay will help you greatly. (Remember also that any late work can be turned in for 50 points, which is much better than the zero you have now.)

English III

Cumulative Assessment     “A Room of One’s Own”

Assessed Standard(s)

RL.11-12.3	Analyze the impact of the author’s choices regarding how to develop and relate   elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RI.11-12.2	Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Final Assessment for Virginia Woolf’s “A Room of One’s Own”

You have a choice of three different topics that have been differentiated in terms of complexity and length. For all three, you will need to use your completed graphic organizer for textual evidence. As well, make use of your annotations. All essays are due at the end of class on Tuesday, November 24..  Work on this at home and study halls for added time. There will be no extensions. Begin with a MLA heading.

Essay choice 1: the challenge

 How are the central ideas of patriarchy and chastity developed through the Shakespeare's character Ophelia and Judith in Woolf’s essay “A Room of One’s Own?”

                   Organize your ideas in outline form before you begin to write. Please turn this in with your essay.

           Details: minimum 5 paragraphs / minimum 500 words; include an introduction with a hook sentence and clearly stated thesis.

              Body paragraphs: focus on literary elements: character, plot, themes, tone and rhetorical devices; (rhetorical questioning, parallelism, irony). Weave in textual evidence when possible. Make sure each paragraph has a clear main idea, proof and an analysis statement. Why is what you have just written significant? Consider family and societal expectations.

      Conclude with an original concept, not a repetition of your introduction. What is the larger significance as related to your original thesis statement?  Can you make a societal, historical or cultural connection?

              

Essay 2:

 How did Woolf’s fictional Judith fare under patriarchy, which is a system of society or government in which men hold the power and women are largely excluded from it?

             Begin by using your graphic organizer to complete the evidence collection tool. This will allow you to collect the textual evidence for each of your paragraphs. This must be turned in with your essay.

Details: minimum 5 paragraphs / 450 words; include an introduction with a hook sentence and clearly stated thesis that incorporates three of the four topics you have researched: (voice, family, chastity, mental health)

     Body Paragraphs: for organizational purposes, focus only on one topic per body paragraph. Make sure you have a clear thesis statement, proof, which may be text woven in your sentences, and an analysis statement.  The analysis statement must give a reason (how or why) what you just wrote is significant.

              Conclude with an original concept, not a repetition of your introduction. What is the larger significance as related to your original thesis statement?  Can you make a societal, historical or cultural connection?

Essay 3:

Compare (emphasize the similarities) and contrast (emphasize the differences) between Shakespeare’s life and that of the fictional Judith as described in her essay “A Room of One’s Own.”

Begin by using the graphic organizer on Shakespeare’s & Judith’s lives. Select 4 of the 5 areas and find textual examples. This must be turned in with your essay.

Details: minimum 400 words / 5 paragraphs; include an introduction with a hook sentence and clearly stated thesis that incorporates four of the five topics you have researched: work, family, relationships, entertainment and education.

 Body Paragraphs: You will need to combine a couple of the topics into your body paragraphs.  Make sure you have a clear thesis statement, proof, which may be text woven in your sentences, and an analysis statement.  The analysis statement must give a reason (how or why) what you just wrote is significant.

 Conclude with an original concept, not a repetition of your introduction. What is the larger significance as related to your original thesis statement?  Can you make a societal, historical or cultural connection?

Graphic organizer for essay selection 2

Evidence Collection Tool: Woolf

Prompt	How did Woolf’s fictional Judith fare under patriarchy, which is a system of society or government in which men hold the power and women are largely excluded from it? Find evidence for 3 of the following: family duty, chastity, voice and mental health.
Idea		Text Evidence in A Room of One’s Own 1	Text Evidence 2

Graphic organizer for essay selection 3

Shakespeare’s and Judith’s life and opportunities

	Shakespeare	Judith
work
family
education
relationships
entertainment

Wednesday, November 18 day 2 rhetorical devices

Can you identify the rhetorical device being used in the above cartoon?

Coming up: "Mariner" vocabulary quiz on Thursday NOT FRIDAY

In class: "Mariner" vocabulary power point review

               Due at the close of class: rhetorical device handout. You will receive a grade on the analysis of the Clinton speech.  This is independent work.

Below is a copy of yesterday's handout.

Name _______________________Rhetoric

Rhetoric is a technique of using language effectively and persuasively in spoken or written form. It is an art of discourse, which studies and employs various methods to convince, influence or please an audience.

What are rhetorical devices? Rhetorical devices are strategies used to put forth your argument. Note that figurative language devices (those marked with an asterisk below) are common rhetorical language devices

Device                                   Definition

1.      anaphora             the repetition of a word or phrase at the beginning of successive clauses

2.      epistrophe         the repetition of a word at the end of each phrase or clause: “I swear to tell the truth, the whole truth, and nothing but the truth.”

3.      analogy                 the comparison of two pairs that have the same relationship. The key is to ascertain the relationship between the first so you can choose the correct second pair. Part to whole, opposites, results of are types of relationships you should find

4.      apostrophe    interruption of thought to directly address a person or a personification: “So, I ask you, dear reader, what would you have me do?”

5.      * imagery                 language that evokes one or all of the five senses: seeing, hearing, tasting, smelling 

                                   touching

6.        counterpoints   contrasting ideas such as black/white, darkness/light, good/bad

7.       * hyperbole          exaggeration or overstatement

8.       irony   an expression, often humorous or sarcastic, that exposes perversity or absurdity

Aristotelian Appeals

9.   logos  appeals to the head using logic, numbers, explanations, and facts. Through Logos, a writer aims at a person's intellect. The idea is that if you are logical, you will understand

10.    ethos  appeals to the conscience, ethics, morals, standards, values, principles

11. pathos  appeals to the heart, emotions, sympathy, passions, sentimentality.

Name_____________________________   Rhetorical Devices Practice

Part 1: Identify the rhetorical device –logos, ethos or pathos- employed in the following examples and explain how they are used.

1.       “Doctors all over the world recommend this type of treatment.”

Rhetorical device______________________

How used:____________________________________________________________________________

2.      Yes, this car is more expensive, but don't you want your family to be safe?

Rhetorical device___________________________

How used:___________________________________________________________________________

3.      “My endless volunteering resume, years of experience interacting and assisting the people of this community, and efficient cooperation skills work to build me up as the most appropriate candidate for mayor.”

Rhetorical device__________________________________

How used:___________________________________________________________________________

4.      "Based on the dozens of archaeological expeditions I’ve made all over the world, I am confident that those potsherds are Mesopotamian in origin."

Rhetorical device____________________________________

How used: ___________________________________________________________________________

5.       "The algorithms have been run in a thousand different ways, and the math continues to check out."

Rhetorical device___________________________________

How used: _________________________________________________________________________

6.      "You’ll make the right decision because you have something that not many people do: you have

heart."

Rhetorical device_________________________________

How used:_______________________________________________________________________

7.      "In 25 years of driving the same route, I haven’t seen a single deer."

Rhetorical device__________________________________

How used:_______________________________________________________________

8.      "You will never be satisfied in life if you don’t seize this opportunity. Do you want to live the rest of your years yearning to know what would have happened if you just jumped when you had the chance?"

Rhetorical device__________________________________

How used:_______________________________________________________________________

This speech was delivered by Hillary Rodham Clinton, who was First Lady of the United States at the time, on September 5th, 1995 in Beijing, China. It was part of the United Nations Fourth World Conference on Women.

* I have abridged this speech for the purposes of our class, but the content and meaning remain intact. For the full version, visit: http://gos.sbc.edu/c/clinton.html

What we are learning around the world is that if women are healthy and educated, their families will flourish. If women are free from violence, their families will flourish. If women have a chance to work and earn as full and equal partners in society, their families will flourish. And when families flourish, communities and nations will flourish.

Women comprise more than half the world's population. Women are 70% percent of the world's poor, and two-thirds of those who are not taught to read and write.

Women are the primary caretakers for most of the world's children and elderly. Yet much of the work we do is not valued - not by economists, not by historians, not by popular culture, not by government leaders.

At this very moment, as we sit here, women around the world are giving birth, raising children, cooking meals, washing clothes, cleaning houses, planting crops, working on assembly lines, running companies, and running countries. Women also are dying from diseases that should have been prevented or treated; they are watching their children succumb to malnutrition caused by poverty and economic deprivation; they are being denied the right to go to school by their own fathers and brothers; they are being forced into prostitution, and they are being barred from the bank lending office and banned from the ballot box.

Those of us who have the opportunity to be here have the responsibility to speak for those who could not.

It is a violation of human rights when babies are denied food, or drowned, or suffocated, or their spines broken, simply because they are born girls. It is a violation of human rights when women and girls are sold into the slavery of prostitution. It is a violation of human rights when a leading cause of death worldwide among women ages 14 to 44 is the violence they are subjected to in their own homes.

If there is one message that echoes forth from this conference, it is that human rights are women's rights - and women's rights are human rights. Let us not forget that among those rights are the right to speak freely - and the right to be heard.

As long as discrimination and inequities remain so commonplace around the world - as long as girls and women are valued less, fed less, fed last, overworked, underpaid, not schooled and subjected to violence in and out of their homes - the potential of the human family to create a peaceful, prosperous world will not be realized.

Let this Conference be our - and the world's - call to action.

     

      Name___________________________________ Rhetorical devices part 2, analyzing a speech for rhetorical devices.

1.       Read the accompanying speech given by Hillary Clinton in Beijing, China in 1995

2.       Review the rhetorical devices

3.       Reread the speech, underlining and noting a minimum of 5 textual examples that demonstrate rhetorical techniques.  You must have at least two that are not Aristotelian.

4.       Copy out the example below, identifying the device. Use ellipsis as needed; you do not have to copy out the complete sentence, but you must include a complete supporting example.

5.       Explain the use of the device.

Example 1.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example 2 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example 3

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example 4

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example 5

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Tuesday, November 17 rhetorical devices and practice

Rhetoric Definition

Rhetoric is a technique of using language effectively and persuasively in spoken or written form. It is an art of discourse, which studies and employs various methods to convince, influence or please an audience.

Function of Rhetoric

Rhetoric, as explained above, is a tool for writers and orators which empowers them to convince their readers and listeners about their point of view. Often, we find rhetorical examples in religious sermons and political speeches. They aim to make comparisons, to evoke tender emotions, to censure rivals and all this is done to persuade listeners.

Advertisers give their ads a touch of rhetoric to boost their sales by convincing people that their product is better than other products in the market.

Coming up: vocabulary review "Rime of the Ancient Mariner" on Wednesday

                   vocabulary quiz: "Rime of the Ancient Mariner" on Thursday

In class: rhetorical devices  class handout / copy below

Name _______________________Rhetoric

Rhetoric is a technique of using language effectively and persuasively in spoken or written form. It is an art of discourse, which studies and employs various methods to convince, influence or please an audience.

What are rhetorical devices? Rhetorical devices are strategies used to put forth your argument. Note that figurative language devices (those marked with an asterisk below) are common rhetorical language devices

Device                                   Definition

1.      anaphora             the repetition of a word or phrase at the beginning of successive clauses

2.      epistrophe         the repetition of a word at the end of each phrase or clause: “I swear to tell the truth, the whole truth, and nothing but the truth.”

3.      analogy                 the comparison of two pairs that have the same relationship. The key is to ascertain the relationship between the first so you can choose the correct second pair. Part to whole, opposites, results of are types of relationships you should find

4.      apostrophe    interruption of thought to directly address a person or a personification: “So, I ask you, dear reader, what would you have me do?”

5.      * imagery                 language that evokes one or all of the five senses: seeing, hearing, tasting, smelling  

                                   touching

6.        counterpoints   contrasting ideas such as black/white, darkness/light, good/bad

7.       * hyperbole          exaggeration or overstatement

8.       irony   an expression, often humorous or sarcastic, that exposes perversity or absurdity

Aristotelian Appeals

9.   logos  appeals to the head using logic, numbers, explanations, and facts. Through Logos, a writer aims at a person's intellect. The idea is that if you are logical, you will understand

10.    ethos  appeals to the conscience, ethics, morals, standards, values, principles

11. pathos  appeals to the heart, emotions, sympathy, passions, sentimentality.

Name_____________________________   Rhetorical Devices Practice

Part 1: Identify the rhetorical device –logos, ethos or pathos- employed in the following examples and explain how they are used.

1.       “Doctors all over the world recommend this type of treatment.”

Rhetorical device______________________

How used:____________________________________________________________________________

2.      Yes, this car is more expensive, but don't you want your family to be safe?

Rhetorical device___________________________

How used:___________________________________________________________________________

3.      “My endless volunteering resume, years of experience interacting and assisting the people of this community, and efficient cooperation skills work to build me up as the most appropriate candidate for mayor.”

Rhetorical device__________________________________

How used:___________________________________________________________________________

4.      "Based on the dozens of archaeological expeditions I’ve made all over the world, I am confident that those potsherds are Mesopotamian in origin."

Rhetorical device____________________________________

How used: ___________________________________________________________________________

5.       "The algorithms have been run in a thousand different ways, and the math continues to check out."

Rhetorical device___________________________________

How used: _________________________________________________________________________

6.      "You’ll make the right decision because you have something that not many people do: you have

heart."

Rhetorical device_________________________________

How used:_____________________________________________________________________

7.      "In 25 years of driving the same route, I haven’t seen a single deer."

Rhetorical device__________________________________

How used:_______________________________________________________________

8.      "You will never be satisfied in life if you don’t seize this opportunity. Do you want to live the rest of your years yearning to know what would have happened if you just jumped when you had the chance?"

Rhetorical device__________________________________

How used:_______________________________________________________________________

This speech was delivered by Hillary Rodham Clinton, who was First Lady of the United States at the time, on September 5th, 1995 in Beijing, China. It was part of the United Nations Fourth World Conference on Women.

* I have abridged this speech for the purposes of our class, but the content and meaning remain intact. For the full version, visit: http://gos.sbc.edu/c/clinton.html

What we are learning around the world is that if women are healthy and educated, their families will flourish. If women are free from violence, their families will flourish. If women have a chance to work and earn as full and equal partners in society, their families will flourish. And when families flourish, communities and nations will flourish.

Women comprise more than half the world's population. Women are 70% percent of the world's poor, and two-thirds of those who are not taught to read and write.

Women are the primary caretakers for most of the world's children and elderly. Yet much of the work we do is not valued - not by economists, not by historians, not by popular culture, not by government leaders.

At this very moment, as we sit here, women around the world are giving birth, raising children, cooking meals, washing clothes, cleaning houses, planting crops, working on assembly lines, running companies, and running countries. Women also are dying from diseases that should have been prevented or treated; they are watching their children succumb to malnutrition caused by poverty and economic deprivation; they are being denied the right to go to school by their own fathers and brothers; they are being forced into prostitution, and they are being barred from the bank lending office and banned from the ballot box.

Those of us who have the opportunity to be here have the responsibility to speak for those who could not.

It is a violation of human rights when babies are denied food, or drowned, or suffocated, or their spines broken, simply because they are born girls. It is a violation of human rights when women and girls are sold into the slavery of prostitution. It is a violation of human rights when a leading cause of death worldwide among women ages 14 to 44 is the violence they are subjected to in their own homes.

If there is one message that echoes forth from this conference, it is that human rights are women's rights - and women's rights are human rights. Let us not forget that among those rights are the right to speak freely - and the right to be heard.

As long as discrimination and inequities remain so commonplace around the world - as long as girls and women are valued less, fed less, fed last, overworked, underpaid, not schooled and subjected to violence in and out of their homes - the potential of the human family to create a peaceful, prosperous world will not be realized.

Let this Conference be our - and the world's - call to action.

     

      Name___________________________________ Rhetorical devices part 2, analyzing a speech for rhetorical devices.

1.       Read the accompanying speech given by Hillary Clinton in Beijing, China in 1995

2.       Review the rhetorical devices

3.       Reread the speech, underlining and noting a minimum of 5 textual examples that demonstrate rhetorical techniques.  You must have at least two that are not Aristotelian.

4.       Copy out the example below, identifying the device. Use ellipsis as needed; you do not have to copy out the complete sentence, but you must include a complete supporting example.

5.       Explain the use of the device.

Example 1.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example 2 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example 3

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example 4

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example 5

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Monday, November 16 connotation and denotation practice

Coming up: Wednesday, vocabulary review for "The Rime of the Ancient Mariner"

                   Thursday, vocabulary quiz

In class: practice sheet on connotation and denotation. class handout / copy below

Name _______________________

denotation (noun)- the literal or primary meaning of a word, in contrast to the feelings or ideas that the word suggests.

To denote (verb)-to indicate

connotation (noun)- an idea or feeling that a word invokes in addition to its literal or primary meaning

to connote-(verb)- to imply or to suggest (an idea or feeling) in addition to the literal or primary meaning.

I.  For each pair of words and a phrase, list the one that is positive in the “Positive Connotation” category, the one that is negative in the “Negative Connotation” category, and the phrase that is a more neutral definition for both words in the "Denotation" column.

Which is better? ...or

Is the glass half empty or half full?

Your Choices:

 1.  gaze, look steadily, stare                             

 2.  fragrance, odor, a smell sensed by the olfactory nerve

 3.  brainwash, persuade, influence one way or another    

 4.  delayed, not on time, tardy     

 5.  somewhat interested, nosy, curious

 6.  lazily, without haste, leisurely 

 7.  ask of someone, demand, request

 8.  gathering, a large group, mob  

 9.  slim, skinny, less than average build

10.  discuss with others, debate, argue  

11.  observe, watch, spy  

12.  a young age, youthful, immature 

13.  not having a care, irresponsible, carefree,

14.  unique, not commonly found, strange 

15.  find, detect, snoop 

16.  inexpensive, fairly priced, or cheap 

17.  isolation, privacy, having an opportunity to be alone 

18.  assertive, firmly confident, pushy 

19.  extravagance, generosity, giving much,

		Positive Connotation	Denotation	Negative Connotation
1
2
3
4
5
6
	7
8
9
10
11
12
13
14
15
16
17
18
19

Define denotation:  _________________________________________________________________________

Define connotation:  ________________________________________________________________________

_________________________________________________________________________________________

II.  Choose three words from the table above.  Write a sentence in which the word appears, first with a positive connotatin and then with a negative denotation.

Example: 

 Word:  fragrance

Positive connotation:  The candlemaker chose a pleasing, spicy fragrance for her old friend’s candle.

Negative connotation: The fragrance was acrid; its bitterness forced the crowd to cover their noses.

1.       Word:  _______________________________________

Positive connotation: _______________________________________________________________________________________

Negative connotation: _________________________________________________________________________________________

2.      Word:  _______________________________________

Positive connotation: _______________________________________________________________________________________

Negative connotation: _________________________________________________________________________________________

3.      Word:  _______________________________________

Positive connotation: _______________________________________________________________________________________

Negative connotation: _________________________________________________________________________________________

III.    Practice shifting your viewpoint so that you can describe the same object both favorably and unfavorably. You can do this by first using words with a positive connotation and then switching to words with a negative connotation. Choose three of the descriptions below.  Write a short description that is favorable and a short description that is unfavorable. 

For example, you might describe a banana as either sweetly ripe or mushy, depending on the desired connotation.

Describe a wet street after the rain.

Describe a college or professional football game.

Characterize a challenging high school class.

Describe a hamburger made in a fast-food restaurant.

Describe a group of three or four teen-age girls walking down the street together.

Describe a new regulation for student parking on campus.

Describe a recent movie or television program.

1. _______________________________________________________________________________________

2. _______________________________________________________________________________________

3. _______________________________________________________________________________________