Mrs. Magnus's Class: February 2015

AP Language and Composition

Follow the Columnist

In order to become a “global citizen,” you must actually become aware of those issues that are currently at stake within society. Your task will be to follow a columnist, chosen from the list below. Over the course of this exercise you will become an expert on this author. You will understand their opinions/politics; you will be able to easily identify their voice and writing style; you will be aware of their target audience and the purpose with which they feel motivated. For each week that you follow this writer, please complete the accompanying writing activity.

David Ignatius, The Washington Post
Maureen Dowd, The New York Times
George F. Will, Newsweek/The Washington Post
Charles Krauthammer, The Washington Post
David Brooks, The New York Times
Paul Gigot, The Wall Street Journal
Robert J. Samuelson, Newsweek/The Washington Post

Annotate directly on the column by taking notes on DIDLS and rhetorical strategies used as well as over the following:
Speaker-Remember it is not enough to simply name the speaker. What can you say about the speaker based on the evidence, the writing style, the topic etc.? What does the speaker value?
Occasion- Be certain to discuss and record both the larger occasion, that is, those issues or ideas that must have made the speaker think about this incident, as well as the immediate occasion, whatever made the author decided to focus on it in their writing.
Audience-To whom is this writing directed? It is not enough to say: “Anyone who reads it.” You will want to identify a certain audience by describing some of its characteristics. Be specific. The audience will rarely be “working adults.” Consider party affiliation, societal values, religious beliefs, etc.
Purpose- The purpose could be purely a personal one (i.e. to assuage guilt, to boast, etc.), but it also could be direct towards the audience, in which case you will have to decide what the message is and how the author wants this audience to respond.
Subject-What is the topic of the author’s writing. You should be able to identify this easily based on the writing’s focus.
Tone- Try to choose a description of the tone that fits the piece as a whole. You must also include specific words or phrases from the text and explain how they support your statement. Instead of using vague generalities like, “realistic” and “happy,” consider specific adjectives like, “pragmatic” and “complacent.”

Follow the Columnist #1:

*********** After you’ve done these annotations, construct a highly organized paragraph that discusses the author’s diction. This should be a familiar topic of study for you. Look at what words create the author’s emotion towards his/her topic. Determine the level of their emotional attachment. Discuss how the words used show the author’s tone. ***********
********** This part will change each week. See the AP page weekly plans (and below) for instructions.***********

Follow the Columnist #2:

Find a new article by your columnist. Annotate it for for SOAPSTone as above. Then, complete the following:
After you’ve done these annotations, construct a highly organized paragraph that discusses the author’s tone, his attitude toward the subject. Look at what words/details/etc. create the author’s emotion towards his/her topic.

Follow the Columnist #3:

Find a new article by your columnist. Annotate it for for SOAPSTone as above. Then, complete the following:
After you’ve done these annotations, construct a highly organized paragraph that ANALYZES the author’s use of rhetorical devices. Don JUST find examples of rhetorical questions, antithesis, tricolon, metaphor, etc., but be sure you explain WHY the author is using them. What EFFECT is he going for?

Follow the Columnist #4:

Find a new article by your columnist. Annotate it for for SOAPSTone as above. Then, complete the following:
After you’ve done these annotations, construct a highly organized paragraph that discusses the author’s purpose. What portions of the writing speak directly to this and what is their impact on the reader? What is the overall goal to be achieved by writing this opinion? What can be said about such a purpose? Determine the value/worth of this position.

Follow the Columnist #5:

Find a new article by your columnist. Make sure it is an opinion piece. Annotate it for for SOAPSTone as above. Then, complete the following:

After you’ve done these annotations, construct a highly organized paragraph that discusses the author’s argument. How does the author organize his argument? (Think beginning, middle, and end.) What types of evidence does he/she use to support the argument? Is the argument solid or are there places where it is weak? ANALYZE, don’t just tell.

Follow the Columnist #6:

This time, you actually won’t be following your columnist. Find a satirical article from a legitimate source like The Onion. Read, annotate, SOAPSTone as usual and then complete the following:

After you’ve done these annotations, construct a highly organized paragraph that analyzes your author’s argument and his use of satire to get his point across. What rhetorical strategies does he use to make his point? How does he use them to achieve his desired effect? Be sure to “chunk” the text and analyze it from beginning to end.

Follow the Columnist #7:

Find a new article by your columnist. Make sure it is an opinion piece. Annotate it for SOAPSTone as above. Then, complete the following:
For your paragraph, write, analyzing your columnist’s style, particularly as it is written in this text, but also refer to past texts as evidence of author’s style. Remember (from our style unit way back when) that an author’s DIDLS tends to be consistent and helps determine style.

Follow the Columnist #8:

Find a new article by your columnist. Make sure it is an opinion piece. Annotate it for for SOAPSTone as above. Then, complete the following:
For your paragraph, instead of analyzing, write an argument. Determine the claim or claims your columnist is making, and then write a thesis in which you defend, challenge, or qualify his/her claim. Fully develop one “real world” example as evidence to supoort your claim.

Mrs. Magnus's Class

Thursday, February 5, 2015

World Lit February 9- February 13

AP Lang February 9- February 13

AP Lang Follow the Columnist Directions For Rest of Semester