Everyday Use Rhetoric at Work in Reading and Writing 2 nd Edition, 2009 and One Hundred Great Essays 2011

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1 A Correlation of Everyday Use Rhetoric at Work in Reading Writing 2 nd Edition, To the Advanced Placement, AP* *Advanced Placement, Advanced Placement Program, AP, Pre-AP are registered trademarks of the College Board, which was not involved in the production of, does not endorse, these products.

2 Rhetoric at Work in Reading Writing, 2nd Edition, AP Edition AP Composition calls for students to: Engage in informal formal writing contexts. Rhetoric at Work in Reading Writing The text advises writers to examine the context before they begin writing so that they know how informal or formal the piece should be (page 63). During the planning (page 16) drafting (pages 16-17) stages of the writing process, students select develop an informal or formal style. The Possibilities for Writing following each essay include examples such as comic essay (#2 page 85), summarize (#1 page 126), impressionistic essay (#3 page 428), autobiography (#3 page 442), allegory (#3 page 472). Keep a journal Journal writing is mentioned as an activity for both writers readers. Journal writing is explained as a way to generate material for writing at a later date (page 51). A model from a student's journal leads into an activity that asks students to produce reading journals (page 110). Annotation free writing (pages 21-26) provide ways a student can keep a journal. The feature Possibilities for Writing follows each essay with Question #3 directing the student to reflect on or explore personal perspectives, issues, ideas, or meaning. Examples include reflecting (pages 185, 265), exploring cultural identity (page 439), perspective of self-respect (page 163). 2

3 Rhetoric at Work in Reading Writing, 2nd Edition, AP Edition AP Write collaboratively Rhetoric at Work in Reading Writing A case study illustrates the advantages of discussing a writing project with others working on it with them (page 112). Any of the Possibilities for Writing following each essay can be written collaboratively allowing students to interact learn from each other. Examples include pages 88, 365, 412, 569,

4 Rhetoric at Work in Reading Writing, 2nd Edition, AP Edition AP Read pieces from many subject areas many periods Rhetoric at Work in Reading Writing Besides the Thoreau, Bol, Walker pieces, readings include a sports-magazine editorial (page 8) op-ed pieces about race relations (page 117), an introduction to chaos theory (page 128), a reflection on family life in the Middle East (page 145). Readings range from a speech by Shakespeare (page 174) through 18th-, 19th-, 20th-century writing (pages 159, 11, 161), to prose written in the last few years (pages 14, 23). The book is arranged alphabetically by author allows the student to read many subject areas including culture (pages 429, 496, 632), politics (pages 306, 394, 443), racial issues (pages 297, 596, 600), women s issues (pages 588, 592, 701, 709) Offering a compendium of the best essays written during the past seven hundred years, readers find essays by the great early practitioners of the genre including Michel de Montaigne (page 426) Francis Bacon (page 52). Continuing through the centuries, the text includes Queen Elizabeth I (page 202), Benjamin Franklin (page 230), Lord Chesterfield (page 118), Jonathan Swift (page 621), Frederick Douglass (page 176), Mark Twain (page 653). Contemporary Writers include selections by David Sedaris (page 554), Alice Walker (page 656), David Foster Wallace (page 664), Richard Rodriquez (page 496) others. 4

5 Rhetoric at Work in Reading Writing, 2nd Edition, AP Edition AP Develop a more mature prose style, one marked by varied sentence structures organization coherence based on repetition, transitions, emphasis balance between generalizations specifics control of tone voice Rhetoric at Work in Reading Writing The first three bulleted items get major focus on pages 67, 79, 74. The fourth item is a topic that comes up throughout the textbook for example, on page 108. Through the revision stage in the writing process (pages 18-19), students develop aspects of style. Applications follow throughout the book after reading each essay. All teachers published on encourage students to: Read not only broadly but also deeply. As noted earlier in this preface, the seven inter-chapters (the first of which begins on page 29) give seven separate opportunities to read reflect on a Thoreau essay, a Bol poem, a Walker short story. Returning to a selection to examine it from different perspectives shows the possibilities of in-depth reading. The book also explains the difference between reading for pleasure reading for information (page 130). Reading Essays on pages 9-14 reminds the student to observe, connect, infer, question, conclude. The Introduction before each essay advises the student how to read critically thoughtfully. Each essay is preceded by a headnote, which includes a biographical sketch along with an overview of the essay s key ideas. The biographical information provides context, while the commentary provides a starting point for consideration of the writer s ideas values. Examples: pages 169, 359, 529, 596, 688 5

6 Rhetoric at Work in Reading Writing, 2nd Edition, AP Edition AP Make nonfiction the heart of the course but incorporate poetry, fiction, drama as well. Rhetoric at Work in Reading Writing In addition to a wealth of nonfiction, models in the textbook come from drama by Stoppard (pages 202, 218) lbsen (page 208), poetry by Dove (page 215) Browning (page 214), fiction by Dickens (pages 135, 195), Morrison (page 140), Proulx (page 196), Twain (pages 11, 210), Kingston (page 211), Hawkes (page 212), others. All the essays are nonfiction but many include poetic dramatic elements such as symbolism, repetition, metaphors, imagery, suspense. Examples include The Death of the Moth (page 708), And Ain t I a Woman? (page 651), Oranges Sweet Sister Boy (page 515), No Man Is an Isl (page 173), Shooting an Elephant (page 456). In addition, Alice Walker includes a poem within her essay on page 662 W.E.B. Dubois does also on page

7 Rhetoric at Work in Reading Writing, 2nd Edition, AP Edition AP Master terms strategies to call on when analyzing or responding to texts. Rhetoric at Work in Reading Writing Rhetorical terms strategies are defined illustrated in the textbook proper. In addition, a glossary of more than 200 rhetorical terms strategies appears at the back of the textbook (page 341). Activities call on students to read rhetorical analyses to write their own. Students analyze /or respond to each essay when utilizing the Possibilities for Writing mastering the necessary terms strategies. Examples include explaining the function of Dillard s use of rhetorical devices - imagery of light darkness, the use of quotation allusion (#2 page 172), examining White s concrete yet evocative descriptive details (#1 page 694), describing Woolf s style focusing on her use of concrete metaphoric language (#2 page 714). Practice recognizing using large-scale organizing strategies such as comparison/contrast as well as sentencelevel techniques such as figurative language. Chapter 3 gives practice in using the five canons, including arrangement, covers the stard parts of various genres. Chapter 3 also covers style the choices a writer makes in words, phrases, sentences. Comparison/contrast writing assignments include pages 392 (#3), 558 (#3), 587 (#2), 700 (#2). Also, students analyze Annie Dillard s essay noting repeated images words as well as exploring how these threads function meaningfully in the essay (#2, page 168). Students practice additional strategies techniques utilizing the writing prompts following each essay. 7

8 Rhetoric at Work in Reading Writing, 2nd Edition, AP Edition AP Practice multiple-choice question about the rhetoric of passages. Rhetoric at Work in Reading Writing In addition model passage multiple-choice questions in Chapter 6 from a recent AP English Language Composition exam, the teacher will have other multiple-choice questions to give students more close-reading practice on passages in the book. Students can prepare by carefully reading analyzing essays with strong rhetorical passages. Refer to Letters from Birmingham Jail (page 328), The Gettysburg Address (page 370), Speech on the Signing of the Treaty of Port Elliott (page 550), Declaration of Sentiments Resolutions (page 592). Practice essay prompts calling for textual analysis of a passage a position that supports, qualifies, or disputes an author's point in a passage a position that synthesizes information perspectives from other texts In addition essay prompts that appear in Activities throughout the chapters inter-chapters, the teacher will have other essay prompts to give students more practice with timed writing. The text promotes student success through the writing prompts following each essay. textual analysis: anecdotes (#1, page 99), narrative (#1 page 81), themes of change changelessness (#1 page 694) position that supports, qualifies or disputes author s point: coherent argument? (#2 page 41), support, qualify or challenge statement (#2 page 51), agree or disagree with author (#1 page 142) position that synthesizes: social trends (#3 page 85), current controversies (#3 page 154), political power (#3 page 380) 8