修辞学|美国高中学分课 36周 AP English Language and Composition( 三 ) 知识科普|and|Cog

Weeks 16-18

Synthesis and Visual Literacy

Texts: Fast Food Nation

Various Supplementary Readings

In weeks, 16-18, student will read, discuss and research Eric Schlosser's New York Times 2001 Bestseller, Fast Food Nation. They will use the book to evaluate arguments and practice writing arguments. They will also evaluate political cartoons using the Library of Congress website, look at the role of advertisements directed at children, and examine the role of logical fallacies in influencing audiences in advertising.

Activities in weeks 16-18 will focus on the following objectives:

Demonstrate an understanding of the "art of argument" by presenting an effective argument in brief.

Use the reading reduction as a method of improving reading comprehension of political cartoons.

Identify five (5) persuasive techniques used in political cartoons - Symbolism, Exaggeration, Labeling, Analogy, Irony - and use them in comparing/contrasting different cartoons.

Use the reading reduction as a method of improving reading comprehension of advertisements directed at children.

Understand the role of logical fallacies in influencing audiences by comparing/contrasting different advertisements.

Synthesize ideas from multiple sources into a cohesive argument.

Critically evaluate source material.

Write a synthesis argument essay using multiple sources

Weeks 19-20

Argument: Research (Nonviolent Protests) and Visual Literacy

Text: Various Supplemental Readings

In weeks 19 and 20, students apply the Aristotle Rhetorical Triangle to visual works. In addition, they will conduct primary research to write a five page argument about nonviolent protests in history.

Activities in weeks 19-20 will focus on the following objectives:

Analyze selected paintings and photos for visual literacy.Use the reading reduction as a method of improving reading comprehension.

Analyze different paintings & photos for rhetorical structure

Select a nonviolent protest topic, find some online sources, and write an annotated bibliography.

Identify examples of visual attributes by comparing/contrasting different paintings and photos.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.

Conduct primary research to support an argument.

Weeks 21 – 22

Argument: Annotated Bibliography, Endnotes, Footnotes, and Visual Literacy

Text: Various Supplemental Readings

Week 21-22 continue the concept of including visual works to construct arguments by focusing on charts and graphs. Students will review the use of footnotes and endnotes in writing and analyze an essay by David Foster Wallace. They will continue with practice for the AP? multiple choice test and write a researched argument essay using multiple authoritative print and digital sources.

Activities in weeks 21-22 will focus on the following objectives:

Use the reading reduction as a method of improving reading comprehension of charts & graphs.

Conduct online research, integrate visual elements, and conduct primary (original) research of their own - usually, a survey or interview to support an argument.

Review the use of footnotes in writing.