(2.2 / 2.5) Comparison/Contrast: Content

Proficient – Sufficiently compares and contrasts the content in each literary work, while developing strong connections between the two.

(2.2 / 2.5) Comparison/Contrast: Form

Proficient – Sufficiently compares and contrasts the form of each literary work, while developing strong connections between the two.

(2.2 / 2.5) Comparison/Contrast: Style

Proficient – Sufficiently compares and contrasts the style in each literary work, while developing strong connections between the two.

(0.22 / 0.25) Reading: Analysis

Proficient – Recognizes connections among ideas, text structure, or other textual features, to analyze how they support a sophisticated understanding of the text as a whole.

race_or_ethnicity_1_.doc 

1.  A writer can demonstrate the connection between evidence and claims by doing WHICH ONE of the following?

  allowing evidence to speak for itself

  showing a clear, logical connection

  letting common sense prevails

  staying firm to personal beliefs

2.   “How can you say Celine Dion’s music is not great? She has sold over 20 million albums.” This is an example of

  the scapegoating fallacy.

  the false dilemma fallacy.

  the loaded-question fallacy.

  an appeal-to-popularity fallacy.

3. Meeting audience expectations produces all of the following expectations, EXCEPT: (Points : 1)

  It enhances your grade.

  It establishes you as an attentive writer.

  It ensures you will avoid offending your audience.

  It enables you to be an expert.

4. Which of the following is a complex sentence? (Points : 1)

  Eric organized the filing system, but he did not update the files.

  Eric organized the filing system and updated the files.

  Because the files were already updated, Eric had little to do, so he enjoyed his afternoon.

  Updating the files were a difficult endeavor for Eric; he didn’t much care for filing.

5. An interpretive framework for an essay should include all of the following EXCEPT (Points : 1)

  emotionally driven beliefs.

  opinions of experts.

  historical precedent.

  cause-and-effect relationships.

6. The drafting stage of the writing process all of the following strategies, EXCEPT

  discovery of what your research means.

  determining how to frame an argument.

  focusing only on proving your thesis.

  being open-minded about potential changes.

Please respond to the following, using sources under the Explore heading as the basis of your response:

•TWO ITEMS SELECTED–using some of the EXPLORE subjects below.

FIRST ITEM—Identify some specific aspect of one of these subjects that you find especially interesting: Female status in Athens and Sparta and Greece generally.Explain your selection.

SECOND ITEM:Identify some specific aspect of one of these subjects that you find especially interesting:D) Greek ideals and expressions of beauty in the visual arts and architecture; Explain your selection.

•ONE ISSUE DISCUSSED–Greek philosophy in the Axial Age:After reviewing the EXPLORE items under “Ancient Greek Philosophy”, discuss briefly one Greek thinker or Greek school of philosophy that you found interesting and identify a specific teaching or principle of that person or school.Explain your selection. Finally, describe how the period of Greek philosophy fits into the theory of a global “Axial Age” from about 800 BC to 200 BC.Modern comparison–In a couple of sentences, compare or contrast this Axial Age with our modern age of information.

Explore

  [note:  If trouble on any links, try this:  right click on the link and “open in new window”. Or, you can open another browser window and copy/paste the url into that. ]

Ancient Greek Democracy and Aesthetics:

• Chapter 4 (pp. 118-119; 124):From oligarchy to tyranny to democracy at Athens.Chapters 4 and 5 (pp. 110-111; 136-138):social structure & female status at Athens and Sparta.
• Chapters 4 and 5–Celebrating Greek ideals:Olympics and athletics (pp. 116, 138); Sappho the female poet (pp. 123-4); Pericles–Athens as the School of Hellas (Greece) (pp. 138-9); mingling realism and the ideal of beauty (pp.116-120, 125, 139-140; later style changes–pp. 160-163); Athenian Acropolis and Parthenon (pp. 140-148):Greek theater (pp. 151-156).
• British Museum’s Running Girl artifact at http://www.britishmuseum.org/explore/highlights/highlight_objects/gr/b/bronze_figure_of_a_girl.aspx
• Philadelphia’s Penn Museum on Women and Greek athletics at http://www.penn.museum/sites/olympics/olympicsexism.shtml
• Acropolis and Parthenon:See Week 3’s Instructor Insights here in the course shell.
• Theater at Epidauros (double click on images to enlarge) at http://www.perseus.tufts.edu/hopper/artifact?name=Epidauros%2C+Theater&object=Building

Athenian Greek Philosophy and the Axial Age:

• Chapter 5 (pp. 148-151, 159-160; readings on pp. 168-173):Greek Philosophy :Pre-Socratics; Sophists; Socrates and Plato; Aristotle; (later Hellenistic schools on pp. 188-189).
• Axial Age:See useful summation at http://www.humanjourney.us/axialintro.html ; review outline athttp://faculty.tnstate.edu/tcorse/H1210revised/axial_age.htm.

Professional Learning Community (PLC) Planning Committee Meeting Agenda

It’s February of your first year as a school administrator. Assume that you have not yet led a PLC planning committee meeting at your school or school district. Create an agenda for this meeting. Include the items you think should be covered in a one-hour meeting. Consider this to be an assignment of practical use; therefore, use your current school or school district as the location for your committee meeting. 

Below the agenda heading, include five main topics and two subtopics under each main topic. Briefly describe each topic and subtopic. Agenda/outline format is acceptable.