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All right. We're going to use period 1's padlet, because that one was working just fine, and I can't find anything in the settings that is different (literally made a copy of 1st period's to make this one).

Go here:
https://padlet.com/ryan_a_derenberger/sismm2mw2o4i1qgi

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Welcome, Neema, Sam, Josie, Sammy, Abbie, Ben, Andrew, Giovanni, Holly, Jesse, Harrison, and Greg!

Looking forward to seeing what everyone comes up with. For TASK #1, go ahead and post some bullet points below of the different audiences as you see them.

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If you have task-specific questions, add them right here, too, and I'll answer them and color them "yellow," like the instructions.

I'll move this notice down as we go along.

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What do you know about the software that we will be writing our essays on?
(ex: are we able to highlight and delete sections of text, will there be spellcheck, etc.)

A: You will NOT be able to annotate in the software, no. And there will not be any "easy-print" button for the prompt, at least not that the College Board has mentioned.

The text of the prompt may be able to be highlighted for a "copy/paste" into a Google Doc and then printed.

Here is a link to the College Board's recent guidance on the exams: https://apcentral.collegeboard.org/pdf/ap-testing-guide-2020.pdf?SFMC_cid=EM305178-&rid=47752261

Posted on Classroom in the next 24 hours will be my take on a few of the more important points from their guidance—including mentioning some outright misleading statements of theirs.

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Do you have any suggestions for how to annotate a digital prompt?

A: Great question. I would highly recommend having a notepad of some kind handy. Your goal would be twofold: (1) Identify the main purpose and sub-purposes for the beginning, middle, and end, in shorthand, quick cues to yourself for when you start to write; (2) jot down line numbers of persuasive quotes you feel comfortable unpacking, and do so for 1–3 in the beginning, 1–3 in the middle, and 1–3 in the ending.

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8. Last one. Check “Amendment D.” In a sticky, describe the opponents of the letter in a sentence using a “whom” clause.

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7. Now, “Amendment C.” Based on your follow-up from tasks 5 and 6, make a new sticky and type a short sentence that reads like a punchy conclusion to that analysis.

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6. UPGRADE YOUR DICTION: Again go to the pinned doc in the upper left of our padlet, and scroll down until you see “Amendment B.” I want you to copy and paste your response from task #5 into a new text sticky. Now, revise/replace the diction based on “Amendment B.”  Make the revisions in bold (Ctrl+B).

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Question: Mr. Derenberger, should we be able to link the quotes together? I guess what I'm trying to say is, at the end of all these tasks, should we be able to construct a coherent, full body paragraph?

Derenberger: Nope. You can travel to elsewhere in a theoretical essay for this one.

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5. Let’s pick a new quote. Each of you pick a new quote from the article, paste it into padlet, and add a typical analysis follow-up explaining why the quote has persuasive value given a certain audience.

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4. Go to the pinned doc in the upper left of our padlet, and scroll down until you see “Amendment A.” I want you to copy and paste your response from task #3 into a new text sticky. Now, revise the grammar in it so it meets one of the qualifications for “Amendment A.” Mark the sentences with the new punctuation mark(s) in bold (Ctrl+B).

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3. Each of you pick a quote from the article, paste it into padlet, and add a typical analysis follow-up explaining why the quote has persuasive value given a certain audience.

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2. Know that the overall purpose is “to apply pressure to the College Board such that they more equitably administer this year’s tests.” Now pick an area of the prompt—either the beginning, middle, or end—and tell me what you think the writers’ sub-purpose in that area was. You may consider any audience.

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Derenberger is currently listening to...

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Derenberger is currently listening to...

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Volbeat, “A Warrior's Call”
Genre: Metal

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Ask me anything in a sticky, and I'll respond.

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Please go to this doc and type your name in.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Open Letter to the College Board

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Read the prompt. Then, in your own words, explain in a padlet text post who the audiences are. Yep, I’m looking for more than one audience. Use the big "+" sign to post OR double-click on the blue background.

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Hey, everyone! I'm pumped to be back doing some live work with you this week. Go ahead and jot down your names in the attendance doc.

So the goal for today is for us to hit some of the more important ways to boost your writing by a "letter grade" or by a "point" on the College Board rubric. That route, is the sophistication point. I've posted eight short tasks to get you thinking about that sophistication point and lead you step by step closer towards it. I'll be giving you constructive feedback as you move through the tasks. There's a reference doc for you on the left, a prompt on the right, and tasks below.

Just for fun, I'll also update and move my "currently listening to" note for what's popping up on my playlist. I'm going to hit as many genres as I can, all good stuff. You know I rock the lo-fi beats; I'll lift the veil on some others.

All right—on to task #1.

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REFERENCE: "The Sophistication Point, Explained"

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REFERENCE: "The Sophistication Point, Explained"

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.