Weekend Homework, 10/31

Do the Right Thing: 

Everyone: Order, buy or borrow a copy of A Streetcar Named Desire by next Wednesday, November 5. You can order it on amazon for 7.50. Please order it ASAP in order to have to it in class this week: http://www.amazon.com/Streetcar-Named-Desire-Directions-Paperbook/dp/0811216020/ref=lh_ni_t?ie=UTF8&psc=1&smid=ATVPDKIKX0DER

Seniors: This weekend, think like an anthropologist and study representations of gender close to home. How? Read the task and instructions below to find out:

Task: 

1. Write about how you see gender in the world in a two page response in your notebook. You should choose an area of focus, such as facebook, Halloween or your family. Continue reading for a description of what you should write on each page.

2. On the first page, list observations: do men and women behave differently in this context? How? What do you notice? When do people break out of traditional gender roles and what are the consequences or rewards? Describe what you notice.  

3. On the second page, analyze: What do these observations make you think? Feel free to ask questions of write opinions. We will discuss our research on Monday.  

Juniors: Read the non-fiction text you chose in class today, annotating for central ideas and compelling evidence. Be ready to show what you know on Monday. 

AP Language and Composition: 

Look at this image of the Anti-Slavery convention to remind yourself of the context of Douglass's autobiography: The Anti-Slavery Convention

Task: Read the prefatory material for the Narrative of the Life of Frederick Douglass, including the Preface and and the letter to Frederick Douglass from Wendell Phillips, Esq. 
Read once to understand the material and read it a second time to annotate for the writers' arguments and rhetorical devices. Answer the following questions in preparation for an open note, open book quiz tomorrow in class. 

I. Guiding Questions for the Preface: 

-Throughout the preface, Garrison repeatedly describes Douglass's effect on his audiences. How does Garrison describe the audiences? What does Douglass suggest about Douglass through these descriptions? 

-How does Garrison describe slavery and slave owners and how does it compare to the way he describes Douglass? Use your tone word bank to describe his tone towards each. 

-How does Garrison's diction work to suggest that slavery is in opposition to Christianity? 

-Where does Garrison employ rhetorical devices, such as anaphora, rhetorical questions, figurative language, and anecdote to convey his argument? 

-What is Garrison's argument? 

II. Guiding Questions for the Letter

-Compare and contrast the rhetorical situation of the preface to the rhetorical situation of a letter from an abolitionist to Frederick Douglass. 

-What is the purpose of including the letter in addition to the preface? 

-How is Phillips' tone and purpose different from Garrison's? Use the tone and purpose word banks.