I was listening to NPR and there was a story about an American soldier stationed in Afghanistan who was being charged with murder. That always sort of strikes me as odd -- we send these young kids over there to kill people, but if they don't do it they way they are supposed to do it, follow the established rules of engagement, they are guilty of a war crime -- in this case, murder. Murder!
If we can draw that distinction, can't we find a way to draw a distinction with how animals are or are not protected under the law? How they have a right to live a life -- despite their ultimate purpose -- with some pleasure, relaxation and happiness in it?
OK, be good and be sure to miss me.
Monday, September 24, 2007
Sunday, September 23, 2007
The Harsh Cruelty Some Animals Have to Face
In an editorial piece entitled "A Beastly Kind of Cruelty" published by the Los Angeles Times (Aug. 17,2007), John M. Gilonna examines the changes that have been occurring involving farm animals that have been part of "an increasing number of animal cruelty cases." Gilonna offers examples of examinations made by several authorities which indicate that these cruelties are made by people who are not mentally well, but in other words may later in the future commit higher crimes. Gilonna suggest that we recognize what is happening around us and try to work as a community to find the responsible criminals for these cruelty actions. Gilonna's informative column is targeted to concerned rational people who care for animal rights, and believe that this is inhumane treatment, and using an alarming and informative tone, carefully builds his request for aid through providing appropriate examples of cruelty in different places around the United States.
Fun Found in Killing Animals?!?!?!
In the article titled" A Beastly Kind of Cruelty," John M. Gilionna examines the animal cruelty that has been going on due to the lack of teenage supervision as well as teenage boredom. Gilionna sites different mass killings of animals that have taken place throughout the cattle raising community. Gilionna is making the knew found pleasures of troubled teens known, and he feels that adults need to reach out to the children who seem to be emotionally struggling with some deeper force. Gilionna seems to be purposing these facts to animal loving individuals, and any adult who wants to reach out to troubled children.
Rifkin: A Change of Heart about Animals
In the article A Change of Heart about Animals by Jeremy Rifkin, it says how we ought to consider animals feelings on how we treat them. I would disagree with what Rifkin is saying because yes animals have feelings but I don't think that we as humans have to give them quality time and only think about how they feel. I don't think animals will get upset just because they didn't have a toy to play with or they were not able to do sign language. Also as I was reading the article it shocked me that Rifkin is telling us that we should consider animals feelings but at the same time he is doing experiments with them and he eats meat. Don't get wrong by this because I'm saying I disagree that we should consider animals feelings because I do like animals, but I like eating hamburgers too. I think Rifkin wrote this to make us relize that animals are creatures on this earth and they need love too, but why would Rifkin write this and then do experiments with them?
Rifkin - a rhetorical precis
OK, kids, be sure to deconstruct this writing sample. Look at what it is supposed to do, sentence by sentence, and see if I did it.
In an editorial piece entitled “A Change of Heart About Animals” published in the Los Angeles Times (Sept. 1, 2003), Jeremy Rifkin suggests that recent animal research demonstrates that humans have more in common with animals “than we ever imagined.” Rifkin offers examples of research that seem to debunk the notions of what makes humans unique among creatures: our emotional lives, our sense of self and individualism, our awareness of mortality and grief, our brain chemistry, and our ways of teaching and learning between parents and children. Rifkin suggests that the next step in the evolution of human thought is to recognize all that we share in common with animals, in order to broaden our empathy towards them, and to extend rights to animals under the law. Rifkin’s argument is targeted at a fairly sophisticated newspaper audience (the reader who makes it to the editorial pages), and assumes that human rights are a shared value, and utilizing a conversational, informal tone, makes his appeal through emotion and logic, and carefully chosen examples.
In an editorial piece entitled “A Change of Heart About Animals” published in the Los Angeles Times (Sept. 1, 2003), Jeremy Rifkin suggests that recent animal research demonstrates that humans have more in common with animals “than we ever imagined.” Rifkin offers examples of research that seem to debunk the notions of what makes humans unique among creatures: our emotional lives, our sense of self and individualism, our awareness of mortality and grief, our brain chemistry, and our ways of teaching and learning between parents and children. Rifkin suggests that the next step in the evolution of human thought is to recognize all that we share in common with animals, in order to broaden our empathy towards them, and to extend rights to animals under the law. Rifkin’s argument is targeted at a fairly sophisticated newspaper audience (the reader who makes it to the editorial pages), and assumes that human rights are a shared value, and utilizing a conversational, informal tone, makes his appeal through emotion and logic, and carefully chosen examples.
Friday, September 21, 2007
Rhetorical Precis
Part summary, part analysis, this highly structured paragraph explains what a text says and does.
HOW TO STRUCTURE A RHETORICAL PRECIS:
Sentence 1: Name of author, genre, title, date in parenthesis; a rhetorically accurate verb (claims, asserts, suggests, explores, implies, examines, argues, etc.) and a THAT clause containing the major assertion or thesis statement.
Sentence 2: Explanation of HOW author develops and supports thesis.
Sentence 3: A statement of authors' intended purpose, followed by an "in order to" phrase.
Sentence 4: A description of the intended audience and/or relationship the author establishes with the audience.
Please write a rhetorical precis for the NEW article you received today, "A beastly kind of cruelty: drive-by shooters, often youths, are killing farm animals in a growing wave of violence. The culprits may face only vandalism charges."
I'm still at school as I write, and I am starting to worry about dinner for my dad, and all of that night time stuff...but sometime later this weekend, I will write a rhetorical precis on the Jeremy Rifkin article we've already read so you can see what it looks like. But don't wait around for me...get started when you're ready, and then check yours against mine on Sunday afternoon...
Have a lovely weekend, you hard-working students!
HOW TO STRUCTURE A RHETORICAL PRECIS:
Sentence 1: Name of author, genre, title, date in parenthesis; a rhetorically accurate verb (claims, asserts, suggests, explores, implies, examines, argues, etc.) and a THAT clause containing the major assertion or thesis statement.
Sentence 2: Explanation of HOW author develops and supports thesis.
Sentence 3: A statement of authors' intended purpose, followed by an "in order to" phrase.
Sentence 4: A description of the intended audience and/or relationship the author establishes with the audience.
Please write a rhetorical precis for the NEW article you received today, "A beastly kind of cruelty: drive-by shooters, often youths, are killing farm animals in a growing wave of violence. The culprits may face only vandalism charges."
I'm still at school as I write, and I am starting to worry about dinner for my dad, and all of that night time stuff...but sometime later this weekend, I will write a rhetorical precis on the Jeremy Rifkin article we've already read so you can see what it looks like. But don't wait around for me...get started when you're ready, and then check yours against mine on Sunday afternoon...
Have a lovely weekend, you hard-working students!
Thursday, September 20, 2007
my thoughts about today's lecture
What I got out of all of this was that animals should have some rights, because they are alive as we are. There are some animals that are raised specifically for eating, but the lives they get to live should be as full as ours. Animals are not given any chance to live, learn, etc. People just think that animals are below them, so they must be stupid. All they know is the lives we have given them. We have created a life where they are born, stripped of their families, locked up in dark, hot rooms until its slaughter time. I don't want to give up meat, but I think that if we are allowed to live our lives to the fullest, why not the animals? Are they not entitled to as much fun/freedom as we are? If given the chance I think animals have potential to do some things we would not expect them to. We might call it mimicry, but we don't know that for a fact. I also think that the characteristics that some animals in the wild show are the actual emotions. How else would wild animals learn these emotions? When the elephants young die they grieve, and I doubt the elephants have been to many funerals, so how else would they learn to grieve, if they didn't already know/express this emotion? Animals deserve at least some rights. For example the right to a fufilled life. They have purposes such as to feed humans or other animals but when they are in the wild they have a chance of survival. In captivity, they realize their fate and can't do anything about it. In the wild they were capable of living a normal life, with their families, finding their food, etc. Once it is their time to be somethings lunch, at least they were able to have those things. In captivity, their lives are dark, hot, and waiting to be slaughtered, they have nothing fufilling, and I believe they have that right!
Wow! So much said, I hope I made my point clear...
Wow! So much said, I hope I made my point clear...
So what about animal rights?
Hey kids,
We're back to the blog, a place to continue the discussions from class --
So, did I mention that it is possible to buy a Michael Vick chew toy for your dog? Yes, it's true: http://www.vickdogchewtoy.com/
I am going to leave the blog now to go find that newspaper article I was trying to talk about today..
We ranged pretty far and wide in our discussions today, which is generative and important -- but also important: keeping our eye on the text, and what it says, and how the argument is constructed...
We're back to the blog, a place to continue the discussions from class --
So, did I mention that it is possible to buy a Michael Vick chew toy for your dog? Yes, it's true: http://www.vickdogchewtoy.com/
I am going to leave the blog now to go find that newspaper article I was trying to talk about today..
We ranged pretty far and wide in our discussions today, which is generative and important -- but also important: keeping our eye on the text, and what it says, and how the argument is constructed...
Monday, September 17, 2007
Synthesized Draft
I read everything you all wrote, and then I crafted this draft for your review and approval. Please feel free to critique this, to add or remove points...but let's get this wrapped up by Wednesday, OK? I'd like to get it published and up on the wall. Plus, your personal goals (no more than five, no fewer than three; stated in the affirmative; measurable and/or observable; tangible, obtainable, realistic...)
Mission Statement for the
AP Language Class of 2007-08 (Class of ’09)
With our eye on the successful completion of this class and the AP Language and Composition Exam on May 14, 2008, we commit ourselves to making our best effort to prepare for the higher literacy demands of college and —
➢ to learn to write confidently and effectively in any writing situation, both personal and professional;
➢ to read actively and critically from a wide range of time periods, genres and contexts.
The goals we set for ourselves in order to achieve these objectives are both personal and individual; however, as a class, we agree to—
➢ to create an environment where it is possible to take intellectual risks without fear or self-consciousness;
➢ to challenge one another to take ideas into second, third and fourth draft thinking;
➢ to listen actively to others as they work to express complex ideas;
➢ to offer support and help to one another as we can;
➢ to offer and receive constructive comments on our written and oral discourse;
➢ to maintain mutual respect for one another as a community of individuals with common goals but different backgrounds, beliefs and ideas;
➢ to honor deadlines and class commitments; to be accountable to one another; and
➢ to maintain a classroom environment where it is possible to do the work we need to do to succeed: we will be productive, focused, flexible, and relaxed.
Mission Statement for the
AP Language Class of 2007-08 (Class of ’09)
With our eye on the successful completion of this class and the AP Language and Composition Exam on May 14, 2008, we commit ourselves to making our best effort to prepare for the higher literacy demands of college and —
➢ to learn to write confidently and effectively in any writing situation, both personal and professional;
➢ to read actively and critically from a wide range of time periods, genres and contexts.
The goals we set for ourselves in order to achieve these objectives are both personal and individual; however, as a class, we agree to—
➢ to create an environment where it is possible to take intellectual risks without fear or self-consciousness;
➢ to challenge one another to take ideas into second, third and fourth draft thinking;
➢ to listen actively to others as they work to express complex ideas;
➢ to offer support and help to one another as we can;
➢ to offer and receive constructive comments on our written and oral discourse;
➢ to maintain mutual respect for one another as a community of individuals with common goals but different backgrounds, beliefs and ideas;
➢ to honor deadlines and class commitments; to be accountable to one another; and
➢ to maintain a classroom environment where it is possible to do the work we need to do to succeed: we will be productive, focused, flexible, and relaxed.
Monday, September 10, 2007
Mission Statement
These are some of the goals that I beliebe that the class will achieve:
♥ We have a commitment to ourselves to work to our best abilities to achieve our goals and get the best learning experience out of the class.
♥ We will listen and follow directions in order to help keep the class and teacher organized.
♥ We will never settle for anything less than our best.
♥ We will participate and not be afraid to voice our opinions to the class during discussions
♥ We will respect our colleagues and with that, gain their respect.
♥ We will learn from our colleagues, our teachers and our past experiences to excel in our work.
♥ We have a commitment to ourselves to work to our best abilities to achieve our goals and get the best learning experience out of the class.
♥ We will listen and follow directions in order to help keep the class and teacher organized.
♥ We will never settle for anything less than our best.
♥ We will participate and not be afraid to voice our opinions to the class during discussions
♥ We will respect our colleagues and with that, gain their respect.
♥ We will learn from our colleagues, our teachers and our past experiences to excel in our work.
My Mission Statement
"I think, therefore I am" is a very famous quote that explains my reason for wanting to be in AP English. I am in the class to learn in an environment free of the distractions you might find in a regular English class. I'm here to broaden my ideas and ways of thinking, to grow as a writer through the criticisms of my classmates, my teacher, and myself, and to expand my vocabulary. The main goal I would like to achieve in this class is the elimination of "fluff sentences" in my writing. I want to be able to give the moat constructive criticism possible to my classmates that will help them for the AP test and I hope that they do the same for me. Therefore, there are a few guidelines I feel the class should follow to make it the best possible year.
Last year, Ms.Swieck gave us grace periods on most of our assignments and for those of us with sports and other extracurriculars, it was very helpful. I think that this would be one of the most important class standards.
In AP World History, the most helpful aspect of taking the practice essays was the criticism and approval of my classmates for my writing. So I would really enjoy if we could have as much time as possible to share our writing and thoughts with our classmates to get their feedback.
It's frustrating to be in a difficult class and hardly have any face time with the teacher to conference and ask any questions we have about the class or the work. So I would really appreciate if Ms.Fletcher kept us posted on any after school time or lunches she can spare for us. I Already think she's great to provide us with her email address in able to contact her with questions or concerns.
And finally, It's hard to speak up in an AP class when everyone there are the best and the brightest. So it would probably make things a lot easier if we listened to everyone's opinions with open ears and shut mouths. And when we do share our opinion, we should make it in the nicest, most constructive ways possible.
Last year, Ms.Swieck gave us grace periods on most of our assignments and for those of us with sports and other extracurriculars, it was very helpful. I think that this would be one of the most important class standards.
In AP World History, the most helpful aspect of taking the practice essays was the criticism and approval of my classmates for my writing. So I would really enjoy if we could have as much time as possible to share our writing and thoughts with our classmates to get their feedback.
It's frustrating to be in a difficult class and hardly have any face time with the teacher to conference and ask any questions we have about the class or the work. So I would really appreciate if Ms.Fletcher kept us posted on any after school time or lunches she can spare for us. I Already think she's great to provide us with her email address in able to contact her with questions or concerns.
And finally, It's hard to speak up in an AP class when everyone there are the best and the brightest. So it would probably make things a lot easier if we listened to everyone's opinions with open ears and shut mouths. And when we do share our opinion, we should make it in the nicest, most constructive ways possible.
Would This Be Considered A Mission Statement? If So, This Is Mine...
We as people are all here for a reason and each individuals reason should be about or concern the same thing which is to learn more in depth about English and writing. Of course each of us are going for different goals to achieve, but the point is we all desire to achieve our goals and, with good and strong support we can all do that. When we are all trying to work together as one AP class of people, each person must give something, and then of course each person must take something. Giving can be as simple as sharing a great idea and taking can be as simple as keeping an open mind and taking bits and pieces of several peoples advice. Each individuals values are always going to be different, but we can all bring our values together which can create one great value for all of us. I believe communication is the best way to support one another. We all should be understanding and respectful of eachothers opinions and beliefs. Of course there will always be the writer that is better than most everyone, and it really can become quite intimidating, but I think if we all can support one another and help eachother out, we can all become better writers and feel more confident. Confidence is key to everything, and having confidence when it comes to English and writing is extremely key. It is crucial that people do not become impatient with others and understand that we all work and learn at different paces. Respect, understanding, patience, and communication I think are the most important things to truly support eachother within our AP community.
My Mission Statement for Goals
My goals for this class are to ask more questions, pass the class, and learn to relax when something gets hard. First by asking more questions I will be able to get a better idea of what I am being taught and it will also give me more confidence when I have to speak in front of the class or just to anybody. Second, if I pass the class and the AP Exam that will give me the pride that I would really like. It would be really nice to say that I have passed AP English. And by working hard and asking questions I know that I can pass the class and the exam. Fianlly, by just relaxing when I think something is hard and just giving it my best; I know that I can do anything that I put my mind to and work hard.
Class Mission Statement
Were we suppose to write our personal goals at home and take it to school on Monday? Are we suppose to post our Class Mission statements on the blog? But then I see many people posting their personal goals on there.
Our Class Mission statement should be:
-We should listen and follow directions from the teacher without interrupting her.
-As fellow classmates we should try to help each other out so we do not always have to ask the teacher everything.
-And we should be able to listen to everyone's ideas without harsh criticism but allow constructive criticism.
-And our number one goal should be to pass the class and prepare well enough to get a passing grade on the AP English test.
I think that is simple enough and short enough to remember.
Our Class Mission statement should be:
-We should listen and follow directions from the teacher without interrupting her.
-As fellow classmates we should try to help each other out so we do not always have to ask the teacher everything.
-And we should be able to listen to everyone's ideas without harsh criticism but allow constructive criticism.
-And our number one goal should be to pass the class and prepare well enough to get a passing grade on the AP English test.
I think that is simple enough and short enough to remember.
Sunday, September 9, 2007
Pinky Promise
I will try my absolute best to complete
these tasks:
~to use my imagination and create a riveting simile,saying,analogy,or metaphor. {mainly comparisons.}
~to know whole heartily that all have something more than great to offer. No longer will I make a firm unshakable judgement of someone for what they have said.
~I will harness my leadership skills. Know exactly when to listen, and when to direct, or when to ask.
~There will not be any boundaries, I will run through the realm of the uncertain. I will see character not clichés.
~Pass that Ap exam.
♥peace
-betty siercke
these tasks:
~to use my imagination and create a riveting simile,saying,analogy,or metaphor. {mainly comparisons.}
~to know whole heartily that all have something more than great to offer. No longer will I make a firm unshakable judgement of someone for what they have said.
~I will harness my leadership skills. Know exactly when to listen, and when to direct, or when to ask.
~There will not be any boundaries, I will run through the realm of the uncertain. I will see character not clichés.
~Pass that Ap exam.
♥peace
-betty siercke
Mission Statement?
I see that I am again the last person to blog. I thought that we were supposed to bring in a draft, not post one up. I should've looked at the blog earlier. Shame on me.
My personal goals set for the AP English 11 class are:
- Participate in everything. In the past, I usually tended to keep things to myself and not express my opinions in different conflicts. I hope to express my thoughts without hesitation for all topics.
- Work toward improving my works. I want to develop my skills in proofreading, improving all of my works.
- Do the best in all that I do. As Mrs. Fletcher brought up in class, there are many times when I would procrastinate and receive an "A" or a "B" but these works weren't done to the best of my ability. I hope to put out all of my efforts on every piece of work that I do this year. Although I may not always get the score that I wanted or thought I deserved, I will know that I gave all that I could and won't have any regrets.
- Not only work myself toward success but help my fellow classmates as well. Use constructive criticism to help one another.
Everyone's personal goals in the class should add up to a class mission statement that I believe should comprise of:
- Showing support in everything. People have different views and opinions on different pieces of writing. Everybody should acknowledge this and give constuctive criticism to help one another improve.
- Participating in all class discussions. If Mrs. Fletcher was the only person giving her ideas on a certain event, it wouldn't be as effective as when the whole class gives their point of view.
- Confidence in everything. Everybody has a reason to be proud of their work. If the piece of writing was given all the effort of the person, it is probably good, have confidence.
- Responsibility. Everyone in the class should take responsibility for everything that they do. There shouldn't be any excuses to cover up for a mistake.
These are the points that I believe should be included in our class mission statement.
Let's follow our mission statement and personal goals and have a successful year!!!
My personal goals set for the AP English 11 class are:
- Participate in everything. In the past, I usually tended to keep things to myself and not express my opinions in different conflicts. I hope to express my thoughts without hesitation for all topics.
- Work toward improving my works. I want to develop my skills in proofreading, improving all of my works.
- Do the best in all that I do. As Mrs. Fletcher brought up in class, there are many times when I would procrastinate and receive an "A" or a "B" but these works weren't done to the best of my ability. I hope to put out all of my efforts on every piece of work that I do this year. Although I may not always get the score that I wanted or thought I deserved, I will know that I gave all that I could and won't have any regrets.
- Not only work myself toward success but help my fellow classmates as well. Use constructive criticism to help one another.
Everyone's personal goals in the class should add up to a class mission statement that I believe should comprise of:
- Showing support in everything. People have different views and opinions on different pieces of writing. Everybody should acknowledge this and give constuctive criticism to help one another improve.
- Participating in all class discussions. If Mrs. Fletcher was the only person giving her ideas on a certain event, it wouldn't be as effective as when the whole class gives their point of view.
- Confidence in everything. Everybody has a reason to be proud of their work. If the piece of writing was given all the effort of the person, it is probably good, have confidence.
- Responsibility. Everyone in the class should take responsibility for everything that they do. There shouldn't be any excuses to cover up for a mistake.
These are the points that I believe should be included in our class mission statement.
Let's follow our mission statement and personal goals and have a successful year!!!
Mission Statements Ahoy~
I, ahh, did something a little different from everyone else. Rather than a mission statement for the class as a whole, I did a personal mission statement for myself. I hope that's okay. I just figured, well, I'm a part of this class. Before I can expect much from others, I need to learn how to adjust myself.
As a student of Ms. Fletcher's AP Language class my missions for the year are as follows:
-to accept my defeat and open myself to constructive criticism. It will allow not only for me to sharpen my abilities, recognize the talents of others, and respect others, but it will also teach me how to helpfully criticize others in return. Not to mention it'll help me adjust to the idea that I am not perfect;
-to write always and often, so as to further exercise my mind and talents, whether it be for the class or simply for my own benefit;
-to stay on top of work and give my work in the class my absolute best. This seems a sort of gratuitous response to Ms. Fletcher, whose own mission statements promise us as a class that she will read said work graciously, evaluate it fairly, and return it in a "timely fashion". I think it's only fair we give her just as much in return as far as work goes;
-to have an active voice in class, whether it be sharing ideas or arguing points on an issue. It's easier to shape opinions and form ideas when everyone and their thoughts on a subject are heard and bounced amongst each other;
-to give others the benefit of the doubt. They're about as perfect as I am;
-to focus with determination on these goals and the other personal ones I possess (like starting my novel...) so that I may more readily achieve them, and I can round my sense of purpose.
Aaaand that's all I could think of that sounded somewhat doable and promising. I suppose if you switched all the "I"'s and "Me"'s with "We"'s and "Us"'s, this could be as much a mission statement for the class as it is for me. In any case, there you have it! :)
As a student of Ms. Fletcher's AP Language class my missions for the year are as follows:
-to accept my defeat and open myself to constructive criticism. It will allow not only for me to sharpen my abilities, recognize the talents of others, and respect others, but it will also teach me how to helpfully criticize others in return. Not to mention it'll help me adjust to the idea that I am not perfect;
-to write always and often, so as to further exercise my mind and talents, whether it be for the class or simply for my own benefit;
-to stay on top of work and give my work in the class my absolute best. This seems a sort of gratuitous response to Ms. Fletcher, whose own mission statements promise us as a class that she will read said work graciously, evaluate it fairly, and return it in a "timely fashion". I think it's only fair we give her just as much in return as far as work goes;
-to have an active voice in class, whether it be sharing ideas or arguing points on an issue. It's easier to shape opinions and form ideas when everyone and their thoughts on a subject are heard and bounced amongst each other;
-to give others the benefit of the doubt. They're about as perfect as I am;
-to focus with determination on these goals and the other personal ones I possess (like starting my novel...) so that I may more readily achieve them, and I can round my sense of purpose.
Aaaand that's all I could think of that sounded somewhat doable and promising. I suppose if you switched all the "I"'s and "Me"'s with "We"'s and "Us"'s, this could be as much a mission statement for the class as it is for me. In any case, there you have it! :)
My Mission Statement
As an AP Language student, my mission in this class is:
-To be more involved in classroom discussions in order to be able to express my inner thoughts in an environment where knowledge is to be acquired and as well be able to bring out the inner thoughts of others while doing so.
-To always come in with an open mind, ready to learn and think from a different perspective.
-Always be enthusiastic to learn for it will help me to also be more open minded when receiving something new.
-Encourage my colleagues and provide them with help in anything that I in my own capacity am available to do so.
-Read and research more deeply in everything I do.
-Strive for my best possible work I known I can offer.
I hope to complete these and many more that I know will help me to succeed even more this year.
-To be more involved in classroom discussions in order to be able to express my inner thoughts in an environment where knowledge is to be acquired and as well be able to bring out the inner thoughts of others while doing so.
-To always come in with an open mind, ready to learn and think from a different perspective.
-Always be enthusiastic to learn for it will help me to also be more open minded when receiving something new.
-Encourage my colleagues and provide them with help in anything that I in my own capacity am available to do so.
-Read and research more deeply in everything I do.
-Strive for my best possible work I known I can offer.
I hope to complete these and many more that I know will help me to succeed even more this year.
Now that Mission 3 Peat has been completed . . .
. . . I can post my own futile attempt at a class mission statement.
As students in the AP Language and Composition course at Mayfair High School, we aim to:
- learn, as a community, to interpret the English language and use it to effectively communicate ideas in any situation;
- learn to develop a thorough comprehension of language and all of its applications;
- achieve a sense of understanding of the world and all who inhabit it;
- and apply what is learned both independently and in the classroom to our everyday choices and opinions.
We hope to achieve these goals by:
- dedicating the necessary time and effort to learning what is deemed necessary for adequate understanding of any and all studied subjects;
- perpetually upholding the principles of honesty and integrity;
- and being readily open to and accepting of new ideas and opposing perspectives.
Comments?
As students in the AP Language and Composition course at Mayfair High School, we aim to:
- learn, as a community, to interpret the English language and use it to effectively communicate ideas in any situation;
- learn to develop a thorough comprehension of language and all of its applications;
- achieve a sense of understanding of the world and all who inhabit it;
- and apply what is learned both independently and in the classroom to our everyday choices and opinions.
We hope to achieve these goals by:
- dedicating the necessary time and effort to learning what is deemed necessary for adequate understanding of any and all studied subjects;
- perpetually upholding the principles of honesty and integrity;
- and being readily open to and accepting of new ideas and opposing perspectives.
Comments?
OK, I must not have been clear
See, in MY head, I believe I gave explicit instructions to get the drafts of the mission statements out on the blog, but if only FOUR PEOPLE complied with my request, then I must not have communicated clearly.
These four are great drafts; I'm thrilled that you posted these, and I'm going to do something nice for you.
Don't know what yet. But something. Maybe a "Get out of jail free" card or its equivalent.
These four are great drafts; I'm thrilled that you posted these, and I'm going to do something nice for you.
Don't know what yet. But something. Maybe a "Get out of jail free" card or its equivalent.
my version of a mission statement
I hope I did this right!!!
As students evolving into a diverse and multi-layered society, where the values of education, teamwork, and dedication are essential, there are many things we must learn and experience during our time in AP Language and Composition.
They are:
- the ways one can use their ideas in writing to influence their school, community, or the world
- to learn more about history, different cultures and beliefs, and contrary views of their society in order to use that knowledge to write more effectively and significantly about social interactions, fictional allusions to our world, and comparisons of regional differences.
- becoming tolerant of others’ beliefs, ideas, and behaviors
- working cooperatively for the attainment of knowledge, perseverance, and confidence in our writing and ourselves
These can be attained by:
- participating in many class discussions about current events, literature, and social issues
- learning how to make our writing persuasive, interesting, and reflect personal style
- practice getting our true meaning down on paper
As students evolving into a diverse and multi-layered society, where the values of education, teamwork, and dedication are essential, there are many things we must learn and experience during our time in AP Language and Composition.
They are:
- the ways one can use their ideas in writing to influence their school, community, or the world
- to learn more about history, different cultures and beliefs, and contrary views of their society in order to use that knowledge to write more effectively and significantly about social interactions, fictional allusions to our world, and comparisons of regional differences.
- becoming tolerant of others’ beliefs, ideas, and behaviors
- working cooperatively for the attainment of knowledge, perseverance, and confidence in our writing and ourselves
These can be attained by:
- participating in many class discussions about current events, literature, and social issues
- learning how to make our writing persuasive, interesting, and reflect personal style
- practice getting our true meaning down on paper
Mission Statement Draft
Our mission statement,
to help others by giving advice or opinion, but not accepting it as the only answer,
to be able to share thoughts without respect for other point of views, and people,
to contribute to the class by pushing ourselves to work towards improving as individuals,
to accept responsiblity for our actions without excuses.
Michelle Herrera
to help others by giving advice or opinion, but not accepting it as the only answer,
to be able to share thoughts without respect for other point of views, and people,
to contribute to the class by pushing ourselves to work towards improving as individuals,
to accept responsiblity for our actions without excuses.
Michelle Herrera
the first mission statement
As students we need to:
show each other respect even if we don't agree with each other.
take other people's idea into consideration (We need to be more liberal than conservative).
help those who are struggling because it will not only benefit them but it will also benefit for us.
accept criticism from Mrs. Fletcher or other students because it will only make us better.
challenge each other mentally, for this will bring better outcomes.
show each other respect even if we don't agree with each other.
take other people's idea into consideration (We need to be more liberal than conservative).
help those who are struggling because it will not only benefit them but it will also benefit for us.
accept criticism from Mrs. Fletcher or other students because it will only make us better.
challenge each other mentally, for this will bring better outcomes.
Saturday, September 8, 2007
Our Mission Statement
I want you to write the class mission statement. I know this process may seem weird, but someone has to start, and it has to come from you, or we may as well just revert to a regular class where I dictate policy.
Here is a DRAFT of my mission statement...
As your AP teacher, my mission is:
to provide a classroom environment that is intellectually stimulating, well structured, and student-led;
to read student work with gentle eyes in the early drafts, and with critical and evaluative eyes in subsequent drafts;
to approach my teaching with enthusiasm and creativity;
to return work in a timely fashion;
to engage students with dense and complex texts written with different purposes, in a wide ranges of genres, time periods, and points of view, and
to require the very best effort and work product that each student is capable of.
--------------------------------------------------------
Here is a DRAFT of my mission statement...
As your AP teacher, my mission is:
to provide a classroom environment that is intellectually stimulating, well structured, and student-led;
to read student work with gentle eyes in the early drafts, and with critical and evaluative eyes in subsequent drafts;
to approach my teaching with enthusiasm and creativity;
to return work in a timely fashion;
to engage students with dense and complex texts written with different purposes, in a wide ranges of genres, time periods, and points of view, and
to require the very best effort and work product that each student is capable of.
--------------------------------------------------------
Sunday, September 2, 2007
About the Webography
First, don't forget it's due the first day of school. That it is two typed pages, single spaced (with a space between websites). Forgive me for saying this obvious stuff, but if I don't say it...I'll get some crazy looking papers.
Now, let me just repeat what I've explained to a few of you who have emailed me to ask, "How do I do this?"
I based this assignment on a common assignment I received in college called the annotated bibliography.
Let's say you were assigned a research paper, so you go to the library and do a bunch of research: you look at books, journals, websites...you stay all day and read, gathering information as you go along. Eventually, your direction in the research becomes clear, because as you must realize by now, you discover what your position is DURING the research, not before. You don't do research to confirm what you already believe! You do research to answer a question, and often at the beginning of the research, the question is not at all clear. But you blunder forward on faith, knowing something will gel for you if you give yourself to it.
You go home, and on the way home, energized by fresh air and distance, your position becomes clear. When you get home, you sit down to write down some notes...and you think, "Ah! I saw that today somewhere, but where? Where was it?"
Good luck remembering.
BUT. If you annotated your research...if you wrote a short paragraph after every MLA formatted entry, you would say, Oh, yeah. That was the site that had all those links. That book had a great index. That magazine had a list of resources for further study. It's the bedcrumbs you need to get home, Hansel and Gretel. The annotations simply tell you what was there, how useful it is, the bias of the author, what resources are available for further study.
So, an annotated webography ONLY DESCRIBES what is there at the website. You cannot possibly chase down every link and make the entries fit on two pages unless you do your work in 6-point type or something crazy like that, but you can say, "extensive list of links, including one on ritualized use of soma in religious worship."
Hope this helps.
Now, let me just repeat what I've explained to a few of you who have emailed me to ask, "How do I do this?"
I based this assignment on a common assignment I received in college called the annotated bibliography.
Let's say you were assigned a research paper, so you go to the library and do a bunch of research: you look at books, journals, websites...you stay all day and read, gathering information as you go along. Eventually, your direction in the research becomes clear, because as you must realize by now, you discover what your position is DURING the research, not before. You don't do research to confirm what you already believe! You do research to answer a question, and often at the beginning of the research, the question is not at all clear. But you blunder forward on faith, knowing something will gel for you if you give yourself to it.
You go home, and on the way home, energized by fresh air and distance, your position becomes clear. When you get home, you sit down to write down some notes...and you think, "Ah! I saw that today somewhere, but where? Where was it?"
Good luck remembering.
BUT. If you annotated your research...if you wrote a short paragraph after every MLA formatted entry, you would say, Oh, yeah. That was the site that had all those links. That book had a great index. That magazine had a list of resources for further study. It's the bedcrumbs you need to get home, Hansel and Gretel. The annotations simply tell you what was there, how useful it is, the bias of the author, what resources are available for further study.
So, an annotated webography ONLY DESCRIBES what is there at the website. You cannot possibly chase down every link and make the entries fit on two pages unless you do your work in 6-point type or something crazy like that, but you can say, "extensive list of links, including one on ritualized use of soma in religious worship."
Hope this helps.
Welcome to our New Blog
Hey class, how's tricks?
DON'T PANIC if you are not on the AP roster. There are about eight of you who are not on my roster right now. I will fix it, so chillax. If I have your notebook, you are my student. That's the deal.
I have notebooks from kids I never heard from all summer! No blog entries, no emails, nada. Hmm. That was surprising.
Also, I noticed that the gender balance in our class is out of whack. Only 28% males...lots of guys dropped. Why is that, do you think?
Anyway, whoever you are, male or female, I applaud the fact that you negotiated my somewhat convoluted assignment to get this far. Stop reading right now and reach around and give yourself a little pat on the back. Do it.
You know how this works because of all the fairy tales and fantasies you have read all throughout your lives. The one who starts out on a quest must prove themselves worthy before they are even offered entry into the arena. Once the quester has completed the tasks, the doors swing open, and then they are REALLY in for it. Here come the Hydra-headed monsters and whatnot. Al-qaeda.
Some of you kids' former teacher, and my dear and beloved friend, Carin Meister, hosted my 50th birthday party...she is going to be the librarian at a fancy schmancy private elementary school this year. She has no plans at the moment to return to Mayfair...and because I love her so darn much, I might take graduate classes with her in library science. Why not? Sounds interesting -- I LOVE libraries, and somebody has to defend them -- and it opens up a whole new set of possibilities for my future...I might enjoy being a golfing librarian at some remote, out of the way place someday. Or the librarian/writing teacher with a snappy little condo on a fabulous golf course...
Hey, what am I doing chatting you up? I have work to do! Good-bye!
DON'T PANIC if you are not on the AP roster. There are about eight of you who are not on my roster right now. I will fix it, so chillax. If I have your notebook, you are my student. That's the deal.
I have notebooks from kids I never heard from all summer! No blog entries, no emails, nada. Hmm. That was surprising.
Also, I noticed that the gender balance in our class is out of whack. Only 28% males...lots of guys dropped. Why is that, do you think?
Anyway, whoever you are, male or female, I applaud the fact that you negotiated my somewhat convoluted assignment to get this far. Stop reading right now and reach around and give yourself a little pat on the back. Do it.
You know how this works because of all the fairy tales and fantasies you have read all throughout your lives. The one who starts out on a quest must prove themselves worthy before they are even offered entry into the arena. Once the quester has completed the tasks, the doors swing open, and then they are REALLY in for it. Here come the Hydra-headed monsters and whatnot. Al-qaeda.
Some of you kids' former teacher, and my dear and beloved friend, Carin Meister, hosted my 50th birthday party...she is going to be the librarian at a fancy schmancy private elementary school this year. She has no plans at the moment to return to Mayfair...and because I love her so darn much, I might take graduate classes with her in library science. Why not? Sounds interesting -- I LOVE libraries, and somebody has to defend them -- and it opens up a whole new set of possibilities for my future...I might enjoy being a golfing librarian at some remote, out of the way place someday. Or the librarian/writing teacher with a snappy little condo on a fabulous golf course...
Hey, what am I doing chatting you up? I have work to do! Good-bye!
How I am assessing your notebooks
Perspective: Summer homework is worth 33% of the first quarter grade, and the first quarter grade is worth half of the semester grade, which is the grade that matters. So, in my grading program, I set the category of "Summer Homework" to 33%, and then it doesn't really matter about point value, because the computer just makes sure that any assignment in that category is worth 33% of the total. It's magic that way.
However, to keep things clean and easy to read, the summer homework -- without webography -- is worth 150 points, as follows:
Brave New World, Aldous Huxley (28%)
7 essays @ 500 words each -- 6 points each = 42 points
(I am using a 6 point rubric to assess the essays, and I choose one at random to read closely. The rest, I skim. I recently read both Spark Notes and Cliff Notes so I could be alert to phrases or passages that sound...inauthentic. Which is not to say that you couldn't get away with cheating. Maybe you could, this time. But sooner or later, I'll figure it out.)
Amusing Ourselves to Death, Neil Postman (29%)
11 chapter summaries of 3 sentences each, with questions = 44 points
(These are graded like this: 4=excellent summary and question, 3=decent summary and question, 2=not a summary, not a question, and 1=thank you for trying.
"Politics and the English Language," George Orwell (10%)
Annotations - 15 points
Great annotation with lots of notes, clearly influenced by Mortimer Adler, not much use of the highlighter: 15
And so on along those lines, 12 points, 9 points, 6 points, 3 points in the usual A-B-C-D-F pattern.
Notebook (10%)
Well organized and on time - 14 points
Blog Participation (23%)
35 points
I am penalizing people who did all the blogging at the last minute, but not much...of course, if you didn't start three threads, you can't get full credit. Sometimes the blog entries were just so...pedestrian -- that I had to assess a penalty. I warned against the breathless "Me too! I agree!" response, which is not a response, really.
Where does the vocab fit in? It's layered into the first four categories...I am reading these entries and just marking them as done unless I see something egregious...and I have.
You get your notebooks back on Monday, September whatever-that-first-Monday-is...the 10th! Yes, the 10th. DON'T WALK IN ON THURSDAY AND ASK ME FOR YOUR NOTEBOOK. Tiny daggers will shoot out of my eyes in your general direction.
So far, I have graded As, Bs, Cs and Ds. That's how it is, Peeps. I gotta call it like I see it.
See ya on Thursday.
However, to keep things clean and easy to read, the summer homework -- without webography -- is worth 150 points, as follows:
Brave New World, Aldous Huxley (28%)
7 essays @ 500 words each -- 6 points each = 42 points
(I am using a 6 point rubric to assess the essays, and I choose one at random to read closely. The rest, I skim. I recently read both Spark Notes and Cliff Notes so I could be alert to phrases or passages that sound...inauthentic. Which is not to say that you couldn't get away with cheating. Maybe you could, this time. But sooner or later, I'll figure it out.)
Amusing Ourselves to Death, Neil Postman (29%)
11 chapter summaries of 3 sentences each, with questions = 44 points
(These are graded like this: 4=excellent summary and question, 3=decent summary and question, 2=not a summary, not a question, and 1=thank you for trying.
"Politics and the English Language," George Orwell (10%)
Annotations - 15 points
Great annotation with lots of notes, clearly influenced by Mortimer Adler, not much use of the highlighter: 15
And so on along those lines, 12 points, 9 points, 6 points, 3 points in the usual A-B-C-D-F pattern.
Notebook (10%)
Well organized and on time - 14 points
Blog Participation (23%)
35 points
I am penalizing people who did all the blogging at the last minute, but not much...of course, if you didn't start three threads, you can't get full credit. Sometimes the blog entries were just so...pedestrian -- that I had to assess a penalty. I warned against the breathless "Me too! I agree!" response, which is not a response, really.
Where does the vocab fit in? It's layered into the first four categories...I am reading these entries and just marking them as done unless I see something egregious...and I have.
You get your notebooks back on Monday, September whatever-that-first-Monday-is...the 10th! Yes, the 10th. DON'T WALK IN ON THURSDAY AND ASK ME FOR YOUR NOTEBOOK. Tiny daggers will shoot out of my eyes in your general direction.
So far, I have graded As, Bs, Cs and Ds. That's how it is, Peeps. I gotta call it like I see it.
See ya on Thursday.
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