A Rhetorical Analysis Web (a.k.a. mind map)
Choose one of the three summer reading books to write about.
The Web, part one: the center
Make a web. At the center of the web write a robust paragraph (100 words to 300 words or so), explaining in your own words, your understanding of the rhetorical purpose of the book summer reading book you've chosen and how the choices the writer has made (the language, the selection of detail, the structure) contribute to the purpose. (Some teachers of rhetoric break purpose down into three parts: to persuade, to inform, to entertain. And the last two --information and entertainment--are often used to support the first--persuasion.)
This "introductory" paragraph will explain your "big idea," your "bold, insightful assertion" about the writer's purpose and how his choices contribute to that purpose. Spend some time developing this. The GHS schoolwide rubric says that in order for introductory paragraphs to be considered proficient they must present ideas that are clear, supportable, debatable, and insightful; the advanced introductions will also be sophisticated and/or original. (Warning: Do not turn to the internet looking for an answer. Rely on your own interpretive skills, your own heart and mind.)
The Web, part two: the threads
Then you will connect the central paragraph to interpretations of how at least four passages in the book support your "big idea," your "bold assertion," your "central insight". The passages you choose must adequately represent the whole of the book's rhetoric purpose (its argument) and several of the writer's rhetorical choices. (Let me make it clear that four is a minimum and to create a thoroughly convincing web you might need to refer to more passages.)
These "interpretations" need to show three things: an understanding of the passage's meaning, an understanding of how the writer makes particular choices meant to achieve a purpose, and an understanding of how the passage contributes to the book's overall rhetorical purpose. How you show your understanding of the passage, its rhetorical features, and your understanding of its connection with the overall purpose of the book is up to you.
To show your understanding of a passage what will you do? Will you write a paragraph (in the manner of a standard essay) explaining how the passage supports the central paragraph? Will you quote the passage in one font and offer an explication (an unfolding of meaning) in relation to your big idea by using another font? Will you create a picture that shows an understanding of the passage (and its relationship with the central paragraph)? Will this picture show symbolic understanding as well as literal understanding of the passage?
To show the connections what will you do? Will you draw lines? Will each connecting line include a sentence linking the passage with the big idea? Will you use a "footnote" or "endnote" system in which you put numbers in your central paragraph that will lead to numbers which offer explanations of how passages support the central paragraph? Will you create Powerpoint slides to show connections?
And, finally, will you go beyond? Will you show not only how the big idea is connected with passages but also how the passages are connected with each other? What else might you do to show the relationship between the parts of the book and your understanding of the whole?
Note:
I know some of you are thinking, just tell me what to do! This is too vague.
My response is this: part of AP English Language & Composition is learning how to be a critical and creative independent reader and writer. I want you to show me that you don't need to be led by the hand but can come up with appropriate, innovative solutions to challenges. In this case I've given you a few parameters (write a central assertion of a, connect that central assertion to an understanding of at least four passages). I've given you some examples of how you might complete the assignment. I've left the rest up to you.
The Web, part three: teaching your peersYou will be creating a physical object -- a web -- and you will be called upon to explain the web at some point during the first several days of the school year.
Due Dates
The physical "web" in whatever form you create is due Wednesday, September 12.
The "teaching your peers" part of the assignment will take place between September 12 and 14.
Grading Advanced webs will offer an insightful, sophisticated, perhaps original understanding of the author's overall purpose and the book's central argument. This understanding will be supported by persuasive, nuanced development of how at least four passages drawn from key moments throughout the book contribute to the author's purpose. Advanced webs may go "beyond" the parameters of the assignment in some significant, meaningful ways.
Proficient webs will offer a clear, thoughtful, plausible, understanding of the author's overall purpose and the book's central argument. This understanding will be linked to an adequate understanding and interpretation of how at least four passages from the beginning, middle, and end of the book contribute to the whole. The webs are generally considered to have succeeded in fulfilling the assignment but not to have exceeded expectations for a student entering an introductory college-level course at a competitive college or university.
Webs that need improvement may not offer a clear or plausible understanding of the author's overall purpose. (Often the paragraph at the center of webs that receive this score demonstrate significantly partial understanding of purpose.) These webs refer to at least four passages but may not adequately show an understanding of the passage or of how the passage contributes to the work as a whole. The passages may not be drawn from the beginning, middle, and end of the book. In general these webs do not meet the expectations for a student entering an introductory college-level course at a competitive college or university.
Webs that receive warning status may include the weaknesses cited above but also fail to adhere to the basic parameters of the assignment. They may show little to no understanding of the book or of the passages.
Any web that includes language or material taken directly from another source will receive a zero.
