Orange High School Advanced Placement

Language and Composition

Summer Reading Handbook

Instructor: Ms. Jules Contacts:

For general questions: julesber@orange.k12.nj.us For shared assignments: msjulesohs@gmail.com

Picture credit to: http://www.ctsd.k12.nj.us/wp­content/uploads/2014/05/summer­reading.jpg

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Table of Contents

1. Letter addressing AP English Language and Composition students...page 2 2. Readings and assignments…page 3 3. Pacing Guide...page 4 4. Dialectical journal information and template...pages 5­7 5. Dialectical journal rubric…page 8 6. Annotation Guide… page 9 7. Annotation rubric… page 10 8. Articles: “No­consent medical experiments put ethics to test” by Laura Ungar ;“Morality, Religion and

Experimenting on You” by Robert Klitzman, M.D...pages 11­16 9. Argumentative Essay Prompt...page 17 10. Argumentative Essay Rubric...page 18 11. Worksheet Project and Rubric…page 19 12. Project Overview (not due until mid September)...pages 20­22 13. Additional resources…pages 23­31

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Dear Student, I am happy to see that you are willing to take on the endeavor of becoming an AP English student. As you know

AP courses are rigorous, but beneficial for all college minded scholars. In order to keep your minds sharp, there are a few assignments that need to be completed for the AP English Language and Composition course that you will be taking in the Fall of 2016.

It is imperative that you read through all of the directions carefully and that you complete all related assignments in a timely manner. All assignments are due as outlined below. Any shared documents must also be printed and submitted on established due dates. In the past several students have had trouble finding certain books, so here are a few places that will most definitely carry these items: Amazon.com, Barnes & Noble, Ebay; Amazon.com has proven to be the most cost efficient.

If you have any questions or concerns please feel free to email me at the following email address: msjulesohs@gmail.com Kindest Regards,

Ms. Jules

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Advanced Placement English Language and Composition

Summer Reading Assignments: (All readings and assignments are mandatory)

Reading: The Immortal Life of Henrietta Lacks by Rebecca Skloot

Assignments: (pgs 5­8) ­Dialectical Journal (Please submit a hardcopy as well through Google Docs) ­10 journal entries per part (Part 1=10 entries, Part 2=10 entries,Part 3=10 entries) Due: September, Day 1 of class

Reading: Articles: “No­consent medical experiments put ethics to test” by Laura Ungar

“Morality, Religion and Experimenting on You” by Robert Klitzman, M.D Assignments: (pgs 9­16) ­Annotations (Hand in on September 1) ­Discussion questions ­Argumentative Essay (Must be typed) MLA format (Employ some strategies from They Say, I Say) Due: September, Day 1 of class

Reading: They Say I Say: The Moves That Matter in Academic Writing by Gerald

Graff and Cathy Birkenstein 3rd Edition Assignments: (pg19)

­Worksheet Project (Please submit hardcopy as well through Google Docs) Due: September, Day 1 of class

Reading: The Immortal Life of Henrietta Lacks by Rebecca Skloot

Assignment: (pgs 20­22) ­ Presentation (Assignment attached) Due: September 22 and 23rd ***Dates subject to change due to school schedule ***Although this is not due on Day 1 of class, you should come to the first day of class prepared to choose a topic or a section from the text that you would like to present.

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Pacing Guide

Assignment Time Needed to Accomplish

The Immortal Life of Henrietta Lacks 328 pages Part 1 Pages 1­88 Day 1 ­11 pages 1 journal entry Day 2 ­11 pages 1 journal entry Day 3 ­11 pages 1 journal entry Day 4 ­11 pages 1 journal entry Day 5 ­11 pages 1 journal entry Day 6 ­11 pages 1 journal entry Day 7 ­11 pages 1 journal entry Day 8 ­11 pages 1 journal entry Part 2 Pages 89­178 Day 9 ­11 pages 1 journal entry Day 10 ­11 pages 1 journal entry Day 11 ­11 pages 1 journal entry Day 12 ­11 pages 1 journal entry Day 13 ­11 pages 1 journal entry Day 14 ­11 pages 1 journal entry Day 15 ­11 pages 1 journal entry Day 16 ­12 pages 1 journal entry

Part 3 Pages 179­305 Day 17 ­11 pages 1 journal entry Day 18 ­11 pages 1 journal entry Day 19 ­11 pages 1 journal entry Day 20 ­11 pages 1 journal entry Day 21 ­11 pages 1 journal entry Day 22 ­11 pages 1 journal entry Day 23 ­11 pages 1 journal entry Day 24 ­11 pages 1 journal entry Day 25 ­8 pages 1 journal entry Day 26 ­6 pages 1 journal entry Day 27 ­6 pages 1 journal entry Day 28 ­6 pages 1 journal entry Day 29 ­6 pages 1 journal entry Day 30 ­6 pages 1 journal entry

They Say, I Say by Gerald Graff and Cathy Birkenstein 8 pages a day for 30 days

Argumentative Essay 1 hour

Articles/Annotations: “No­consent medical experiments put ethics to test” by Laura Ungar “Morality, Religion and Experimenting on You” by Robert Klitzman, M.D

1­2 hours

Worksheet Project 2­4 hours

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Dialectical Journal: The Immortal Life of Henrietta Lacks by Rebecca Skloot

BACKGROUND:

The term “Dialectic” means “the art or practice of arriving at the truth by using conversation involving question

and answer.” Think of your dialectical journal as a series of conversations with the texts we read during this

course. The process is meant to help you develop a better understanding of the texts we read. Use your journal

to incorporate your personal responses to the texts, your ideas about the themes we cover and our class

discussions. You will find that it is a useful way to process what you’re reading, prepare yourself for group

discussion, and gather textual evidence for your Rhetorical Analysis assignments.

PROCEDURE:

As you read, choose passages that stand out to you and record them in the left­hand column of a T­chart (ALWAYS

include page numbers). Each part of your reading should inspire 10 strong entries.

In the right column, write your response to the text (ideas/insights, questions, reflections, analysis, and comments

on each passage)

In your journal or word document, create a table like the one below . Label one for each of the four required

categories:

A. Form and Structure: (F&S) What is happening? How much time is covered? What patterns do you

Notice?

B. Purpose/Tone/Style/Diction/Syntax:(P,T,S,Di, Syn)What is the author trying to accomplish? What

argument(s) is he/she trying to make? What is the author’s attitude toward the subject? How is TONE revealed

through DICTION and SYNTAX?

C. Imagery and/or Detail:(I, De) The imagery of a literary work comprises the set of images that appeal to the

senses. Look for recurring images (light/darkness, colors, clothing, odors, sounds). Point out details (numbers,

facts, description) the author uses to support the argument. How are these images and/or details used? What

emotions do they EVOKE?

D. Rhetorical Devices:(RD) Look for examples of LOGOS (an appeal to the audience using LOGIC),

PATHOS (An appeal to the audience’s EMOTIONS), and ETHOS (an appeal to the audience’s ETHICAL

or MORAL BELIEFS). Also see this link if you want to further challenge yourself for extra credit. (Extra credit

Assignment is on the last page of this document)

http://www1.pgcps.org/uploadedFiles/Schools_and_Centers/High_Schools/Charles_H_Flowers/Academi

cs/Programs/Advance_Placement/RhetoricalDevicesandTerminology.pdf

Credit to: www.rcsdk12.org/cms/lib04/.../AP%20ENG%20DIALECTICAL%20JOURNAL.docx

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TEMPLATES BEGIN ON THE FOLLOWING PAGES.

Important Excerpts/Passages from the Text

Use quotes from the text in quotation marks followed by pages numbers in parenthesis.

Your Commentary/Reaction/Connection Evaluate/Question/Explain/Predict/Connect

“At first glance, the room could have been

an industrial kitchen. There were

gallon­sized tin coffee cans full of utensils

and glassware; powdered creamer, sugar,

spoons, and soda bottles on the table; huge

metal freezers lining one wall; and deeps

sinks Gey made by hand using stones he

collected from a nearby quarry. But the

teapot sat next to a bunsen burner, and the

freezers were filled with blood, placentas,

tumor samples, and dead mice” (34).

(D, I) In this passage the author seems describe this very sterile, rigid,

and organized environment where everything has a place. Initially the

fact that the room looks like an industrial kitchen may have been

inviting to some, especially with a coffee station, however it quickly

becomes a bit morbid when the author mentions the freezers that were

filled with blood and placentas. Is this the author’s way of shocking

the reader into the harsh realities of life?

“‘Ain’t nothin serious wrong, she said.

‘Doctor’s gonna fix me right up’”(30).

(Di) This quotation highlights Henrietta Lack’s approach to her

diagnosis. Her language is informal and light, which illustrates that

she was most likely speaking to a family member and that she was

unbothered by having to seek treatment for her condition.

CHOOSING PASSAGES FROM THE TEXT:

Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record:

Effective &/or creative use of stylistic or rhetorical devices

Passages that remind you of your own life or something you’ve seen before

Structural shifts or turns in the plot

A passage that makes you realize something you hadn’t seen before

Examples of patterns: recurring images, ideas, colors, symbols or motifs.

Passages with confusing language or unfamiliar vocabulary

Events you find surprising or confusing

Passages that illustrate a particular character or setting

If you find an extremely long passage that moves you, don’t hesitate to use it, just employ ellipses (…) to shorten

your writing load. You’ll have the page number so that if you decide to share your entry, the class can easily find

and read along.

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RESPONDING TO THE TEXT:

You can respond to the text in a variety of ways. The most important thing to remember is that your observations should

be specific and detailed. You can write as much as you want for each entry.

To Get Started: Beginner Responses

Raise questions about the beliefs and values implied in the text

Give your personal reactions to the passage

Discuss the words, ideas, or actions of the author or character(s)

Tell what it reminds you of from your own experiences

Write about what it makes you think or feel

Agree or disagree with a character or the author

Sample Sentence Starters for Beginners: ∙ I really don’t understand this because… ∙ I really dislike/like this idea because… ∙ I think the author is trying to say that… ∙ This passage reminds me of a time in my life when… ∙ If I were (name of character) at this point I would… ∙ This character reminds me of (name of person) because… The Target: Higher Level Responses

Analyze the text for use of rhetorical devices (tone, structure, style, imagery,ethos,pathos,logos )

and how they contribute to some of the themes in the text

Make connections between different people or events in the text

Make connections to a different text (or film, song, etc.)

Discuss the words, ideas, or actions of the author or character(s)

Consider an event or description from the perspective of a different character

Analyze a passage and its relationship to the story as a whole

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Credit to: http://www.whsd.k12.pa.us/userfiles/1536/Classes/13037/AP%20English%2012%20Dialectical%20Reading%20Log­0.pdf

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Annotation Guide Annotating is essential for close and critical reading of texts in preparation for class discussions/seminars, writing assignments, analyses, research, and test/exam responses. Because you purchased your texts, you have the opportunity to mark them. Establishing a structured method of annotating will assist you in college and the business world, situations where close reading contributes to success. Furthermore, annotating helps you dissect difficult texts and discern meaning from them. Many students have practiced a rather free­form method of annotation and highlighting, making their texts look pretty, but providing little utility when it comes to understanding the meaning. We tend to get lost in the muck or forget why we marked something. You may use on­page or off­page (Post­Its) annotating. Here are some common methods of on­page annotating:

Circle phrases you find pithy, represent repetitive themes or images (motifs), and/or reveal figurative language. Note shifts in pronoun usage/narrative point of view. Circle words the author uses for their connotative meanings Circle words you need to define in the margin Underline sentences that stand out, develop an argument, or make a point Number related points Bracket important sections of text Connect important ideas, words or phrases with arrows

In the margins:

Summarize and number each paragraph (shorter pieces). Define the unfamiliar terms. Note any questions that come to mind. Note possible connotative meanings of circled words. Note any significant patterns or motifs. Identify any outstanding language usage or writing strategies you discover. Identify points or arguments.

Don’t simply mark a passage without stating why in the margins (unless it’s obvious). Never rely on your memory because when referring back to your marks, you may not recall the context in which you first encountered the marked passage, so it becomes meaningless unless you reread.

Developing Discussion Questions

If you meticulously annotate your text, you should have little trouble developing discussion questions and responding to the analytical essay prompts. Pithy questions are the backbone of a successful class.

Raise questions that are ripe for discussion, questions that you believe will spark a lively discussion. Ask questions that may generate multiple interpretations of the text or that are debatable. Ask questions for which you really want an answer. If there is something you are confused about, allow the class

to offer their insights as a bridge to understanding. Ask questions that lead to an understanding of the text – questions designed to help us all better understand the

text and its meanings. Help us all comprehend how the text works. Ask questions that focus on the author’s word choices and use of language, questions that consider the

connotations of words. Develop questions based on the “Critical Perspectives Essential Questions.” Ask questions that require more than a simple “yes or no” answer.

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Annotation Rubric For Articles

Excellent

4

Good 3

Adequate but Needs Improvement

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Lacks AP Quality

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Number of annotations (post­its, written notes, or off page annotations by chapter) Consistent frequency of entries throughout text (not bunched)

Annotations cover the entirety of the reading, are well dispersed. Annotations do not taper midway and are

abundant. Excels.

Annotations are frequent but not as thorough. The text is completely covered however not as equal in coverage. Adequate.

Annotations are fairly sparse or only cover the majority of the text, missing a larger section. Average.

Text is only annotated at the beginning or the end but not throughout. Text is only annotated minimally. Minimum.

Width: Variety of topics marked for discussion

Annotations discuss many rhetorical elements. Questions are included as well as extra topics that go beyond the requirements. Annotations identify the main ideas of the text. Above expectations.

Annotations cover the discussion of several rhetorical elements is complete. Questions are included, but minimal. Annotations seem to understand main ideas, but perhaps with limited clarity. Meets all expectations.

Annotations are too narrowly focused on one or two main topics, skipping other rhetorical elements and lacking effective questions for discussion. Annotations seem shallow, only seeing the details without the whole. Below expectations.

Annotations miss categories altogether and discuss fewer than the required rhetorical elements. No questions are present in the annotations. Annotations miss the big picture. Do not seem to show complete understanding.

Depth: Significance of commentary

Not only are there notes but also comments about these notes that show depth of understanding and discussion of purpose and effect. Reading log complete. Excellent.

The notes have an occasional insight on the overall purpose and effect

of the elements. The reader seems to show a deeper understanding of reading. Reading log attempted. Well done.

The notes include mostly identification of elements with only a few insightful comments on the significance of the reading. No attempt at Reading log. Below level.

Notes seem to only identify elements, and at that some of the notes seem purposeless. There is no commentary from the reader on purpose or effect. No attempt at Reading log. Poor.

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No­consent medical experiments put ethics to test Laura Ungar, USA Today5:02 p.m. EDT May 28, 2015

Imagine waking up after a serious accident to discover you've become an unwitting subject in a medical study

without ever agreeing to participate.

It's a controversial reality of emergency research, and now concern is growing that dwindling research budgets

are making it harder to alert the community about the studies so people can decide ahead of time whether to

opt in or out.

A case in point: a Department of Defense­sponsored study led by the University of Pittsburgh, which is currently

testing the practice of giving bleeding patients plasma to help their blood clot during flights to the hospital. Each of

six sites gets $20,000 out of a total $6.5 million budget for community awareness efforts such as sending out letters

and paying for radio spots. People are told if they don't want to take part in the research, they can get a free bracelet

to wear at all times, letting emergency workers know their wishes.

Though millions of people could potentially be trauma victims at the various sites, only 300 people at one site –

members of a Jehovah's Witness congregation in Louisville – have asked for bracelets. Researchers say this

meager response shows the notification has reached far too few people.

"Certainly you would like to reach everyone. But there's no way," says Laura Trachtenberg, research coordinator at

the University of Louisville. "So if you do the due diligence, you've done the best you can. It's very challenging."

Fellow researcher Clifton Callaway, a professor of emergency medicine at the University of Pittsburgh, says it would

be a lot easier with more research dollars. A January study in the Journal of the American Medical Association

found U.S. funding for medical research overall increased 6% a year from 1994 to 2004, then slowed dramatically to

0.8% a year through 2012.

With drug companies spending an estimated $2.5 billion annually on advertising to consumers, "the average person

is much more likely to hear about (the fibromyalgia drug) Lyrica or something," Callaway says. "One ad costs more

than the entire research budget of a trial like ours."

But Lynne Richardson, a professor of emergency medicine at the Icahn School of Medicine at New York's Mount

Sinai who researches community notification, says money matters less than reaching out to potential subjects in an

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effective way. She says most people who learn about such studies are OK with participating, and a mechanism for

opting out isn't required by the federal government.

Plus, she says, "no matter how much money you spend, some people aren't going to pay attention."

Research without consent

Informed consent is rooted in the Nuremberg code of 1947, drafted in the wake of Nazi experimentation.

Exception­from­consent studies are rare; Richardson estimates there are about six large national trials and a

handful of small studies currently enrolling people. They are allowed only when patients or their families can't

possibly give their permission, such as when someone is alone and unconscious.

Arthur Caplan, head of the division of medical ethics at New York University's Langone Medical Center, says

research without consent "absolutely should be the last resort."

It's highly regulated. The U.S. Food and Drug Administration has a special rule requiring, among other things, that

patients are in life­threatening situations and that currently­available treatments are unproven or unsatisfactory.

Researchers must apply to institutional review boards for waivers, be closely monitored and report any problems.

Caplan says the trials are designed to find better ways to save lives in emergencies and can be stopped when initial

results show outcomes are the same or worse. Callaway says he has been involved in more than one cardiac arrest

study stopped because it showed no clear benefit.

Some studies actually have harmed patients. A 2008 JAMA review of 16 clinical trials showed blood substitutes,

including some tested without consent, were associated with "a significantly increased risk" of heart attacks and

death.

Callaway says it's too early to know what his current four­year plasma study will find, but no problems or deaths

have been attributed to the study so far. Researchers point out that giving plasma isn't a new practice; surgeons at

trauma centers now may give plasma in the hospital. The study aims to find out if giving it in transport helicopters

instead reduces the chance of death or severe complications.

A similar no­consent study in Denver, also sponsored by the defense department, tests giving another plasma

product with slightly lower levels of clotting proteins during ambulance rides. And a third study in Maryland tests

administering cold fluid to lower body temperature in bleeding patients to buy time for resuscitation.

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Callaway says such studies "are definitely worth it" given what researchers can learn. Rosamond Rhodes, director

of bioethics education at Mount Sinai, agrees.

But Caplan says while the research can lead to breakthroughs, there's always a chance of hurting unwitting

subjects, and "that's the gamble (the nation) took when we allowed this sort of research to proceed."

Buying in, opting out

Ethicists say that gamble makes FDA­required community awareness all the more important.

The first step is community consultation, which happens before the study is launched and can determine whether it

takes place in a certain location at all.

Richardson says effective consultation involves soliciting opinions from area leaders and also reaching out to groups

most likely to be affected, which in the case of blood­related studies include Jehovah's Witnesses, who believe

blood transfusions are forbidden.

"Public notification" or "public disclosure" involves telling the public what's happening through media such as radio,

brochures or the Internet – and letting them know about opt­out methods like bracelets.

Richardson currently is studying the best ways to reach those most likely to be affected. As far as opting out, she

says people who do so often oppose being a part of any research or have had bad experiences with the hospital

involved.

Some ethicists argue that opting out is an important choice and say public notification often isn't up to par. "I don't

see (community outreach) happening quite that aggressively," Caplan says.

That's because of the limited resources, researchers say. In Louisville, for example, researchers couldn't afford

television spots or newspaper ads; half their awareness budget went to radio spots and the other half went to

develop a website and fund printing and postage for the letter sent to Jehovah's Witness congregations.

"We did the best we could," says Brian Harbrecht, who heads up the plasma study there.

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Rhodes acknowledges public notification could be done better but says it's an open question whether more of the

limited research dollars should be diverted away from the studies themselves.

Such questions need to be answered, researchers and ethicists say, because the stakes are high: They are

expecting people to unknowingly accept risk to advance medical science.

"Everyone's well aware you're experimenting without permission," Caplan says. But with emergency research, "I

realistically trust there's no other way."

http://www.usatoday.com/story/news/nation/2015/05/28/ethical­issues­abound­in­medical­research­without­info

rmed­consent/27960251/

Morality, Religion and Experimenting on You Robert Klitzman, M.D.Professor of Psychiatry and Director of the Masters of Bioethics Program, Columbia University; author, ‘Am I My Genes?’

To help their soldiers on the front, Nazi physicians sawed off the limbs of concentration camp prisoners and then tried to reattach these body parts, but failed. Other prisoners were forced into the snow to measure how long it took for them to freeze to death.

In response, the Nuremberg Tribunal developed the first moral guidelines on how to conduct experiments.

Since then, science has grown enormously, improving our lives in areas from cancer to depression. But experiments on humans have become not only more common, but more complicated and controversial, often raising profound moral dilemmas. The pharmaceutical industry, rather than the NIH, now funds most biomedical research, and conducts most of its studies in developing countries, rather than in the U.S.

But deep moral challenges emerge — whether, for instance, experimental drugs, if proven effective, should be made readily available to these poorer populations, many of whom lack important health care. To what degree should these companies be responsible if experiments kill patients, and should that obligation differ if the patients are American or Ugandan? Companies often require that study patients in the U.S. have sufficient health insurance before enrolling, excluding patients without adequate coverage. But is that unfair?

Informed consent forms are now often 40 pages, crammed with scientific and legalistic jargon that most patients don’t understand. Comprehension problems burgeon in the developing world, where many subjects are only semi­literate. Researchers routinely enroll into studies patients who don’t fully understand the informed consent. Drug companies now pay thousands of dollars to doctors to switch patients from generic medications to more expensive experimental drugs that may work less well. Facebook has conducted studies on users, successfully altering their mood, without their knowledge.

Some people see Nazi crimes as morally evil, but view these experiments as merely business practices that may be a bit unfair. The two sets of activities clearly differ in magnitude, but both pose certain underlying moral

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concerns: how much obligation do we have to each other? Is it ever ok to harm another person, and if so, when?

These are fundamentally moral questions, long central to religion, but increasingly posed in hospitals and clinics. In our modern secularized world, how are they now addressed, and how should they be?

In 1974, a journalist revealed the moral lapses of the Tuskegee syphilis study in which researchers, funded by the U.S. government, studied the course of this disease in African­American men in the South. When penicillin became available as a definitive treatment, the researchers decided not to mention or offer it to the men, since doing so would destroy the experiment.

In response, Congress passed the National Research Act, which led to the creation of research ethics committees, known as institutional review boards, or IRBs, to oversee the ethics of research. Today, the U.S. has around 5,000 of these committees. Every hospital and college has one, or uses one elsewhere.

Yet increasingly, these boards have themselves become criticized. They frequently operate wholly behind closed doors; and have approved research that violated ethical guidelines, and delayed or blocked other, important studies.

Since the Act passed, science has changed. Many studies now involve 40 different hospitals, but must then be approved by 40 committees, which often disagree, requiring changes in varying parts of the study, such that the data between these sites cannot be compared or combined.

These committees tend to assume that they each are always right — that they each represent their local community values, and thus cannot be challenged, even if they disagree with each other. If an IRB adamantly rejects a study, the researcher is stuck. No external appeals process exists.

To address these problems, President Obama proposed changes, including using a single centralized IRB for multi­site studies; and in February 2015 sent a revised set of recommendations to the Office of Management and Budget. But the content of these revisions remains secret. In December 2014, the NIH also recommended such centralization. A period of public comment ended earlier this year; and the proposals are now being revised.

But while these recommendations can help certain studies, they are insufficient, and miss larger points: that deep moral quandaries, ambiguities and tensions are often involved.

IRBs wrestle with dilemmas that often lack a single right answer. Committees struggle their best, but often don’t have any training in moral reasoning.

Medical centers want certitude, one and only ‘right’ answer, and technological fixes. Yet recent research I conducted found that these committees disagree due not to local community values, but because of other, idiosyncratic reasons. IRBs even in the same institution and community often disagree with each other. Rather, committees vary due to the personalities of whoever happens to be a member, and whether the institution has recently faced a scandal or lawsuit.

When confronting moral dilemmas, many people look for answers to the Old or New Testament, the Quran, or sayings of the Buddha. But these modern scientific problems did not exist when these religious documents were created. We may be able to draw some broad principles, but are left to wrestle with the novel complexities and challenges of each case.

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Unfortunately, we often lack critical tools and skills to address these complex moral decisions. Most universities do not require any classes in moral values or decision making. We follow our implicit gut feelings, but need to do more.

To improve the process of ethical oversight of research, we need to change our attitudes, and recognize far more fully that complicated moral issues, strains and vagaries are involved. We need to require ethical training for IRBs, and a broad open discussion about the underlying social and moral tensions involved.

Such improvements can aid not only research subjects, but our health, science and moral lives ­ as individuals and as a country and world as a whole. http://www.huffingtonpost.com/robert­klitzman­md/morality­religion­and­experimenting­on­you_b_7495898.html

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AP English Language Argumentative Writing Prompt

Essay Question 1

“With Henrietta unconscious on the operating table…though no one asked if she wanted to be a donor—[Dr.] Wharton picked up a sharp knife and shaved two dime­sized pieces of tissue from Henrietta’s cervix...Henrietta’s were different: they reproduced an entire generation every twenty­four hours, and they never stopped. They became the first immortal human cells ever grown in a laboratory” (Skloot 33). Henrietta Lacks is a woman who has been at the helm of many medical advancements, unfortunately these medical breakthroughs were unbeknownst to her and her family, because she was never given the opportunity to consent to her cells being used for medical research. Should a patient have to consent or give permission to use their cells, parts of their bodies, or medical condition in researching medical breakthroughs? In a well­written essay, develop your position on whether or not patients need to consent to using their cells or any part of their bodies for medical research. Please use appropriate evidence from the following articles and any other outside sources to support your argument: “No­consent medical experiments put ethics to test” by Laura Ungar & “Morality, Religion and Experimenting on You” by Robert Klitzman, M.D

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AP English Language and Composition Argumentative Essay Rubric

9 Essays earning a score of 9 meet the criteria for a score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development or particularly impressive in their control of language.

8 Effective Essays earning a score of 8 effectively develops a position on whether or not patients need to consent to using their cells or any part of their bodies for medical research. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless.

7 Essays earning a score of 7 meet the criteria for a score of 6 but provide a more complete explanation, more thorough development or a more mature prose style.

6 Adequate Essays earning a score of 6 adequately develops a position on whether or not patients need to consent to using their cells or any part of their bodies for medical research.The evidence and explanations used are appropriate and sufficient, and the argument is adequately developed and coherent. The writing may contain lapses in diction or syntax, but generally the prose is clear.

5 Essays earning a score of 5 develops a position on whether or not patients need to consent to using their cells or any part of their bodies for medical research. The evidence or explanations used may be uneven, inconsistent or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas.

4 Inadequate Essays earning a score of 4 develops a position on whether or not patients need to consent to using their cells or any part of their bodies for medical research. The evidence or explanations used may be inappropriate, insufficient or less convincing. The argument may be inadequately developed or have lapses in coherence. The prose generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing.

3 Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in developing a position on whether or not patients need to consent to using their cells or any part of their bodies for medical research. The essays may show less maturity in control of writing.

2

Little Success Essays earning a score of 2 demonstrate little success in developing a position on whether or not patients need to consent to using their cells or any part of their bodies for medical research. These essays may misunderstand the prompt or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control.

1 Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language or especially lacking in coherence and development.

0 Indicates an on­topic response that receives no credit, such as one that merely repeats the prompt. — Indicates a blank response or one that is completely off topic.

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Worksheet Project They Say I Say: The Moves That Matter in Academic Writing

by Gerald Graff and Cathy Birkenstein

Besides learning about and incorporating rhetoric into your writing, one of the biggest and sometimes most daunting task for AP English Language students is learning how to write well. AP English Language is a writing intensive course. Once you discover the tools you need to become a good writer, there is no turning back. You essentially have unlocked a whole other dimension. With that, you are tasked this summer with reading Graff’s and Birkenstein’s book,They Say I Say: The Moves That Matter In Academic Writing.I will be referencing from this book throughout the year. So it is imperative that you purchase this book and bring it with you on the first day of school. After reading, you are to choose at least two methods or strategies that you found the most interesting and create a worksheet(s). For example from part one of the book you could choose to create a worksheet that focuses on the topics of summarizing and quoting. Requirements for worksheet: 1­4 pgs (There is no issue if you go over 4 pages) Easy to follow Well organized No spelling or grammar errors Must include examples and explanations to further understanding 1­5 practice exercises, so we can see if we’ve learned anything from your worksheet.

Worksheet Rubric

Categories Points

Organization 10 pts:

Grammar/Spelling 5 pts: Examples 10 pts: Thorough explanation of topic 10 pts: Practice questions and exercises 10pts:

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AP English Language and Composition The Immortal Life of Henrietta Lacks

Project

Objective: After reading the text The Immortal Life of Henrietta Lacks, students will be able to examine,identify, research and present the themes, historical aspects, and current events that are connected to the previously mentioned text Directions: You and a partner must choose one section of chapters from either Part 1, Part 2, or Part 3 of the text. You will then be tasked with analyzing, researching, and presenting your section to the class. Requirements: 4­6 important quotations that incite discussion or give a deeper understanding to your section Explain why they are important or interesting. 5 essential questions that incite discussion 10 vocabulary words with definitions (cite page number) An interactive portion that engages the class (For example: an online quiz or survey, a game...etc.) Identify and research the historical, scientific, governmental, legal, social, or psychological aspects presented in your section (not all sections or chapters will contain these aspects, however you must do your best to identify the ones that are present. Make a connection to something that currently going on in the world MLA Works Cited Page MLA Citation (any image or video you include must also be cited) Should be creative: Although Google Slides or Powerpoint will suffice, there are other tools that you can use to present your section. *** Projects must be shared through Google Drive or emailed to msjulesohs@gmail.com by the deadline. Each project should be about 5­7 minutes in length. ***Due September 22 and 23rd Resources:

Webtools Emaze Google Presentation Prezi Kioza Kahoot! MLA Formatting and Citation Purdue Owl owl.english.purdue.edu

***Picture credit: http://www.northwestern.edu/onebook/the­immortal­life­of­henrietta­lacks/images/main_1.jpg

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Part 1: Life

Section 1

1 The Exam...1951 p. 13 2 Clover...1920­ 1942 p. 18 3 Diagnosis and Treatment...1951 p. 27 4 The Birth of HeLa...1951 p. 34 5 "Blackness Be Spreadin All Inside"...1951 p. 42

Section 2

6 "Lady's on the Phone"...1999 p. 49 7 The Death and Life of Cell Culture...1951 p. 56 8 "A Miserable Specimen"...1951 p. 63 9 Turner Station...1999 p. 67 10 The Other Side of the Tracks...1999 p. 77 11 "The Devil of Pain Itself"...1951 p. 83

Part 2: Death

Section 1 12 The Storm...1951 p. 89 13 The HeLa Factory...1951­1953 p. 93 14 Helen Lane...1953­1954 p. 105 15 "Too Young to Remember"...1951­1965 p. 110 16 "Spending Eternity in the Same Place"...1999 p. 118 17 Illegal, Immoral, and Deplorable...1954­1966 p. 127

Section 2 18 "Strangest Hybrid"...1960­1966 p. 137 19 "The Most Critical Time on This Earth Is Now"...1966­1973 p. 144 20 The HeLa Bomb...1966 p. 152 21 Night Doctors...2000 p. 158 22 "The Fame She So Richly Deserves"...1970­1973 p. 170

Part 3: Immortality

Section 1 23 "It's Alive"...1973­1974 p. 179 24 "Least They Can Do"...1975 p. 191 25 "Who Told You You Could Sell My Spleen?"...1976­1988 p. 199 26 Breach of Privacy...1980­1985 p. 207 27 The Secret of Immortality...1984­1995 p. 212 28 After London...1996­1999 p. 218

Section 2 29 A Village of Henriettas...2000 p. 232 30 Zakariyya...2000 p. 241

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31 Hela, Goddess of Death...2000­2002 p. 250 32 "All That's My Mother"...2001 p. 259 33 The Hospital for the Negro Insane...2001 p. 268

Section 3 34 The Medical Records...2001 p. 279 35 Soul Cleansing...2001 p. 286 36 Heavenly Bodies...2001 p. 294 37 "Nothing to Be Scared About"...2001 p. 297 38 The Long Road to Clover...2009 p. 305

Multimedia Presentation Rubric

4 3 2 1

Content The student demonstrates strong knowledge of each chapter through shared annotations.

The student demonstrates thorough knowledge of a chapter, but there is less evidence with the second chapter.

The student demonstrates limited evidence of knowledge for one or both chapters.

The student demonstrates little evidence of knowledge for one or both chapters.

Extension The student identifies and successfully acts on more than one opportunity to extend understanding beyond what is offered in the text.

The student identifies and acts on more than one opportunity to extend understanding beyond what is offered in the text.

The student identifies and acts on one opportunity to extend understanding beyond what is offered in the text.

The student does not identify and act on opportunities to extend understanding beyond what is offered in the text.

Shared Materials The student prepares thorough, informational, accessible, and neat materials for classmates.

The student prepares neat, informational materials for classmates.

The student prepares materials to be shared with classmates, but the materials are not presented neatly.

The student does not prepare materials to be shared with classmates.

Presentation The presenter is articulate, poised, and prepared, and thoroughly engages the audience.

The presenter is prepared and gets important points across.

The presenter struggles to explain concepts.

The presenter is not prepared on more than one level.

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Additional Resources

1. Annotation help: http://how­to­surviveaplang.blogspot.com/p/how­to­annotate.html

2. Worksheet on the rhetorical devices: Ethos, Pathos, Logos

Credit to: teacherweb.com/CA/SantaBarbaraHighSchool/.../Ethos­Pathos­Logos­worksheet.pdf

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3. Worksheet on: Diction, Syntax, and Tone

TONE: the writer or speaker’s attitude toward the subject, audience, or events of the text. Word choice (diction), details, imagery, and

sentence structure (syntax) all contribute to the understanding of tone. So…tone is the result of other rhetorical choices made by the

author. Keep in mind that all texts have tone. You can’t just say, “The paragraph has tone.” You have to specify or qualify the tone.

“The author’s angry tone in the third paragraph shows that she has not forgiven her brother.”

Tone vocabulary:

angry sad sentimental sharp cold

fanciful upset urgent complimentary silly

joking giddy bored poignant sympathetic

proud seductive happy dramatic didactic

understanding pitiful mocking horrified somber

restrained provocative humorous dreamy condescending

sweet irreverent weary afraid apologetic

benevolent vexed shocked childish objective

detached zealous candid sarcastic contemptuous

nostalgic confused hollow mournful ecstatic

Activities:(Optional)

Use a thesaurus to find synonyms for the following words. Be ready to discuss the attitude or tone implied by each synonym.

laugh

old

fat

self­confident

house

king

In five minutes, list as many synonyms as you know for the following:

Funny Sad

Happy Angry

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DICTION: The connotation or associations of word choice. Just as with tone, all works have diction. Again, you must specify or

qualify the diction. Instead of “The author’s diction was interesting, “ say, “Salinger’s slang­filled, often profane diction in The

Catcher in the Rye captures the voice of its teenage narrator.”

Diction or language vocabulary:

jargon euphemistic poetic vulgar moralistic

pedantic scholarly pretentious slang insipid

sensuous idiomatic informal colloquial formal

precise cultured esoteric picturesque learned

symbolic homespun simple plain connotative

trite obscure emotional literal provincial

obtuse detached bombastic concrete figurative

Examples:

When I told Dad I screwed up on the exam, he blew his top. (Colloquial, figurative)

I had him on the ropes in the fourth and if one of my short rights had connected, he’d have gone down for the count. (Jargon)

Activity: (Optional)

Describe the diction of each of the following sentences:

1. We regret to inform you of the forthcoming foreclosure of your mortgage. Our previous attempts at communication were

heretofore unacknowledged.

2. Come back soon, y’all!

3. Beyond the verdant valleys and craggy peaks, a small house was nestled in a wood along a winding blue river.

SYNTAX: Sentence structure, including sentence length and pattern. As with diction and tone, you need to qualify or specify the

syntax. Don’t just say, “The author uses syntax to show his views of nature.” Better: “The author uses long, compound­complex

sentences to show his overwhelming love of nature, specifically the forest where he goes nutting.”

Sentence length: short, medium, long, choppy, flowing, fragmented.

Credit to: www.cdschools.org/.../Tone%20Diction%20and%20S...

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Credit to: http://www.westex.org/cms/lib6/NJ01001533/Centricity/Domain/226/stylenotes.pdf

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Strategies for Setting up your Argument/Position Paper http://www.myteacherpages.com/webpages/rspriggs/ap.cfm?subpage=792828

Note: This strategy will only work if the prompt asks you to take a position. It will not work if the argumentative essay asks you to discuss an author’s use of argument in a piece of writing. If the prompt asks you to analyze how an author develops his or her argument, use the same format and strategies that you use for rhetorical and stylistic analysis. However, your essay must focus on how the individual built and supported his or her argument, not focus on the stylistic elements. Pre­writing ∙ Underline the specific task. Take your time and make sure you KNOW what the prompt is asking. ∙ Make columns for defend and challenge ∙ List specific examples that support the assertion (agree/defend). List specific examples that challenge the assertion (disagree/find fault). o Evidence: § Be specific and accurate—named and factually correct § Avoid using movies and other more informal aspects of society as evidence. § Reflect a well­educated, widely­read, mature individual's thoughtful reaction § Be unified, specific, accurate, adequate, relevant, and representative. § Avoid evidence that everybody will cite. (To avoid this, reject first thoughts and keep digging until you find things that are not so easy to grasp at first.) ∙ Be aware of prejudices, stereotypes, and bias that you might “bring to the table” concerning the issue ∙ Think critically…avoid the common and generic examples that all students will use ∙ Choose your stance by examining which column has the strongest examples/evidence 1st Paragraph: Introduction ∙ Attention Getter: Shocking statement, generalization, brief anecdote, or a question that directly relates to prompt’s purpose/claim (Skip this if it doesn’t come to you within 1 minute!) Get to the point…avoid long­winded/flowery beginnings! ∙ Restate the assertion/claim in your own words! Extremely Important!!!!! ∙ Transition using Indeed, with brief statement of opposing side’s position (already on your pre­writing). Quickly and briefly acknowledge 1­3 “main points” from the opposition. ∙ Thesis: Transition using However, detailing your position with 2­3 solid reasons Avoid using First Person (I, me) if possible. Avoid using “weak” argument statements such as “I feel… I think.” State your opinion with authority. 2nd­4th Body Paragraphs: Most Important Paragraphs!

Transitions ∙ Body Paragraphs: Initially, Furthermore, Ultimately, AND the topic sentence “big idea” ∙ Specific Example: For example, for instance, in addition, likewise, similarly, moreover, specifically, namely, to illustrate ∙ Contrast: however, nevertheless, on the contrary, conversely, ∙ Concluding thoughts: in summation, in essence, hence, accordingly, consequently, ∙ Add commentary/analysis to your examples….always provide the “So what??” Build your argument using 2 or 3 paragraphs in which you adequately develop and support your position with specific examples and elements of support. Use your observations, readings, and experiences. If applicable, think about big issues in the world or events in history that could support your topic. Think critically! Do not summarize those events, directly connect them to your argument and analyze the topic. You must have adequate evidence to have a successful argument. Your last body paragraph should be your strongest example. Conclusion ∙ Transition: In conclusion, In summation ∙ Quickly and briefly restate the claim, your specific position, and big ideas. (If time permits) Add a challenging statement, question, or insight into our world based on this idea.

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5. Rhetorical Devices: Below is a link to most of the rhetorical devices that we will be touching upon in this course. I challenge you to pick no more than ten of these devices to study and identify in your readings for EXTRA CREDIT. The extra credit should be done on a separate document. http://www1.pgcps.org/uploadedFiles/Schools_and_Centers/High_Schools/Charles_H_Flowers/Academics/Programs/Advance_Placement/RhetoricalDevicesandTerminology.pdf