Time to reset and teach MY way...

 

I've about decided to abandon a lot of the "helpful" materials that the College Board puts out there. The "daily videos" are, for the most part, not useful, and they are BORING. I can't imagine being a teacher and playing those day after day. 

The practice quizzes and writing prompts, sure. Those I can tailor. But seriously-- there are far better videos for supplemental use on youtube. 

That all said, my poor students are bored. College Comp is not all that toe-tapping anyhow, and this long stretch of rhetorical analysis has gone on long enough. We are shifting into research (the CB calls this the Synthesis essay)-- using source materials to support a claim. I am confident that my students have a good grasp of this, as we have a class they all have to take called Speech and Research. They are quite familiar with using sources to learn about/ support an argument. So, from here on out, I sincerely hope that things pick up. 

Why is rhetorical analysis boring them (us) to death? Because it's all practice. They haven't had experience with identifying and discussing rhetorical choices that authors make, so it's all been dribble dribble dribble, shoot-- no game play. I'm going to spend some time trying to figure out how to make this a bit more engaging for next year-- it feels like it drags. They liked the literacy narrative (personal narrative writing) part, but this-- THIS-- has been a rough go. 

So, we'll embark on a short bit of research work, and I will also introduce the basics of APA lit review work. That ought to be useful; that is, by its very nature, a form of synthesis writing. It's not argument, it's more identify/classify/explain. Again, this might be a bit unfamiliar to them-- for years, they've had to make a claim and support it. APA lit reviews are just that-- a review of the literature on a given topic. That, coupled with the unfamiliar citation and documentation format, will likely be a bit challenging. 

Then, finally, we can get to literary analysis. We'll be reading memoir work. I have Kimmerer's Braiding Sweetgrass and Lamott's Bird by Bird, and I am collecting a few copies of my recently-departed poet friend/mentor's The Road Washes Out in Spring (Baron Wormser passed away a week ago). It's not on my syllabus, but it fits the requirements as outlined, so I might just offer it up as an option. 

This being my first go-round with AP any-damned-thing, I am learning alongside the kids. It makes me look very vulnerable (okay, stupid? unprepared? inept?)-- but so far, they have been relatively patient. I hate the left-footedness of it all. I know I can teach this dang stuff. I'm getting to the point now where I should be: ditch the crutches that have not helped at all, and just focus on good teaching. I know what they need to know. It's just the stupid test prep...ugh. But I think it's been an uneasy marriage, this test stuff and what I know is good for them. I think I'll spend a lot more time teaching instead of worrying.

Let the chips fall as they may. I think the whole angst of it is coloring how things are going in class, as well. I need to reset before we all lose our noodles. 

Have a good one, and hug those you love. Things are dark and stormy.

C