Everyday Use: Rhetoric at Work in Reading and Writing, AP® Edition ©2005

Roskelley, Jolliffe

Correlated to: National Advanced Placement® (AP®) English Language and Composition Standards (Grades 9–12)

Engage in informal and formal writing contexts 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 56).
Keep a journal Journal writing is mentioned as an activity for both writers and 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 105).
Write collaboratively A case study illustrates the advantages of discussing a writing project with the others and working on it with them (page 106).
Read pieces from many subject areas and many periods Besides the Thoreau, Boland, and Walker pieces, readings include a sports-magazine editorial (page 8), op-ed pieces about race relations (page 111), an introduction to chaos theory (page 124), and a reflection on family life in the Middle East (page 141). Reading range from a speech by Shakespeare (page 170), through 18th-, 19th-, and 20th-century writing (pages 156, 10, 158), to prose written in the last few years (pages 14, 22, 26).
Develop a more mature prose style, one marked by
  • varied sentence structures.
  • organization and coherence based on repetition, transitions, and emphasis.
  • balance between generalizations and specifics.
  • control of tone and voice.
The first three bulleted items get major focus on pages 60, 72, and 67. The fourth item is a topic that comes up throughout the textbook—for example on page 102.
Read not only broadly but also deeply. As noted in earlier in the preface, the six interchapters (the first of which begins on page 29) give six separate opportunities to read and reflect on a Thoreau essay, a Boland poem, and 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 and reading for information (page 126).
Make nonfiction the heart of the course but incorporate poetry, fiction, and drama as well. In addition to a wealth of nonfiction, models in the textbook come from drama by Stoppard (pages 190, 206) and lbsen (page 196), poetry by Dove (page 204) and Browning (page 203), and fiction by Dickens (pages 132, 183), Morrison (page 137), Proulx (page 185), Twain (pages 10, 199), Kingston (page 199), Hawkes (page 201), and others.
Master terms and strategies to call on when analyzing or responding to texts. Rhetorical terms and strategies are defined and illustrated in the textbook proper. In addition, a glossary of more than 200 rhetorical terms and strategies appears at the back of the textbook (page 235). Activities call on students to read rhetorical analyses and to write their own.
Practice recognizing and using large-scale organizing strategies such as comparison/contrast as well as sentence-level techniques such as figurative language. Chapter 2 gives practice in using the five canons, including arrangement, and covers the standard parts of various genres. Chapter 2 also covers style—the choices a writer makes in words, phrases, and sentences.
Practice multiple questions about the rhetoric of passages. In addition to the model passage and multiple-choice questions in Chapter 5 from a recent AP® English Language and Composition exam, the teacher will have other multiple-choice questions to give students more close-reading practice on passages in the book.
Practice essay prompts calling for
  • Textual analysis of a passage.
  • A position that supports, qualifies, or disputes an author's point in a passage.
In addition to the essay prompts that appear in Activities throughout the chapters and interchapters, the teacher will have other essay prompts to give students more practice with timed writing.

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