In your notebooks, complete the blanks in the following sentences. Try not to use notes!
alacrity
1.
2.
3.
4.
5.
6.
7.
8.
fraught
array
deduce
encumber
haphazard
incontrovertible
inexplicable
I can _______ from your tattered clothes and bloody knees that you’ve
had an accident.
The haunted forest is _______ with evil ghosts and goblins.
At the beginning of recess, the children ran to the playground with
__________.
It is an _____________ reality that the earth revolves around the sun.
The idea that the universe is forever expanding—new space existing
and pushing into non-space— is quite _________ to me; I never could
grasp it.
Credit card debt _________ the young couple that struggled to buy
their first house.
If you keep turning in homework as ____________ as this, you will
never pass.
The _______ of desserts available at the restaurant tempted the
diners.
In your notebooks, complete the blanks in the following sentences.
Try not to use notes!
Ingenious
laggard
sustenance
torrid
traverse
ubiquitous
zenith
1. Some people say meat is the most important _________ for life,
but vegetarians would disagree.
2. Your idea to turn all of our human waste into fuel for cars is
___________, even if it’s also a little smelly.
3. Winning the Nobel prize for literature is, for most writers, the
_______ of their career.
4. The __________ crossed the finish line hours after the winner
broke through the red tape.
5. The old letter was filled with _________ declarations of undying
love.
6. I have _________ from the East to the West coast of the United
States multiple times.
7. Tourists with cameras are __________ in Europe every summer.
Vocabulary Set One Review “Quiz”:
 Take this even if you’ve passed Set one: you should
know these words for the rest of the year, and will be
using them in your writing
 No reviewing words, just do your best. It doesn’t count
for actual credit – it is review. So do your best, and
don’t cheat.
1.
YOUR FIRST RHETORICAL MODE ESSAY IS DUE
FRIDAY, OCTOBER 11
1.
2.
Put this date on your calendars
YOU MUST REWRITE YOUR EOT (unless you got a 3 in
all categories)
G/S/R = Grammar/Spelling/Revision
2. Must be typed
3. Due Thursday, Oct 3rd
1.
3.
FINISH PARALLELISM QUIZ RED0S, MCBRIDE LETTER
REWRITES, PREP PHRASE QUIZ, EOT VOC SET 1…
9A Required Module #2
 Many of you still owe me a rewrite of your McBride
letter…cough ‘em up…
By the end of this module, you should be able to:
 Identify main ideas, including the author’s main
argument/claim within a text
 Generate anecdotal evidence and use that evidence to
support a claim
 Use context clues to figure out the meaning of unfamiliar
vocabulary
 Evaluate the credibility of the overall text
 Annotate the text in a purposeful manner
 Summarize the text in a concise and accurate manner
 Formulate a response to the text based on personal
experience as it relates to the text
 Evaluate the credibility of different types of evidence
 Revise an essay with a focus on organizational structure
 Title all of your activities, write them down, and keep
them in your notebook! You will have to turn them in,
just like you’ve done with your first module, in order to
receive credit.
Answer these statements about parental monitoring with
A (Agree), D (Disagree), SA (Strongly Agree), SD (Strongly Disagree)
1.
2.
3.
4.
5.
6.
7.
8.
You do not have to write the statements. Just number them.
When I become a parent, I will spy on my teenaged son or
daughter to find out what he or she is doing.
The internet can be a dangerous place.
I know of friends who have chatted online with people they
don’t really know.
Cyber-bullying takes place on social networking sites (i.e.,
Facebook, MySpace, etc.) among my friends.
If you’re old enough to go on the internet, you’re old enough to
know the dangers.
Parents should monitor some of their teens’ Internet use.
Teens’ social networking profiles should be set at the highest
privacy settings (ex: in Facebook, it’d be letting no one find you
if they searched for you)
Teens have a right to privacy.
Now, imagine that you are a parent of teenagers rather than a
teenager yourself. Respond to the same 8 statements, but
from a PARENT’S PERSPECTIVE. Will you do some “prying” into
your children’s lives via the Internet?...
A (Agree), D (Disagree), SA (Strongly Agree), or SD (Strongly Disagree)
You do not have to write the statements. Just number
them.
1. As a parent, I will spy on my teenaged son or
daughter to find out what he or she is doing.
2. Parents should monitor some of their teens’ Internet
use.
3. Teens have a right to privacy.
Now, in your journal, complete the following sentences based
on what we’ve just talked about. Write the whole sentence:
As a parent of a teenager, I would take some
precautionary measures in protecting my teen from the
dangers of the Internet, which may include…
2. Some of the reasons I might spy on my daughter/son are…
3. As a parent of a teen, I would most like to know…
1.
Really think about these as you answer – you will consider
these answers when you write your final essay that must
include the “parent perspective”
 In your groups (or with a partner), discuss what the
concept of “privacy” means to you.
 How would you define the term?
 How important is it?
 Before you read, discuss the following questions in your
group. EVERYONE should write the answers you come up
with in your notes, under the heading “Activity 4: Surveying
the Text”
1. What does the title “The Undercover Parent” reveal about
the main idea of Coben’s article?
2. Have one person read the first paragraph aloud. Near the
end he writes, “At first I was repelled at this invasion of
privacy. Now, after doing a fair amount of research, I get
it.” What do you predict the author’s position on parental
monitoring spyware will be?
3. Now have someone else read aloud the last paragraph of
Coben’s article. How do you think Coben’s position might
have changed throughout the article?
 Now, we’ll make a
preliminary SOAPSTone
for this article.
 I suggest you use a pencil.
 Keep in mind, we will
HAVE TO ADD to this after
we’ve read the article, but
it’s good to fill it out as
best we can beforehand,
in order to predict what
the article will be about.
SOAPSTONE
Subject – What will it be about?
Occasion – What motivated him to
write it?
Audience – Who is he writing this for?
Purpose – What does he want us to
learn or believe?
Speaker – Who is speaking? What
authority does he have?
Tone – Will this be formal or informal?
Serious or funny?
Lighthearted? Sarcastic?
Write the following definitions in your notebook:
DENOTATION of a word: the literal meaning of a word
within a context (how it’s used). It’s “dictionary”
definition.
CONNOTATION of a word: the emotion or feeling behind a
word within a context (how it’s used). EVERY WORD has
a connotation of either: positive (+), negative ( - ), or
neutral
Example words: are these positive, negative, or neutral?
 Sneaky
 Happy
 Pillow
 The
 Purple
 Cold
 Warm
I kicked the ball and made a goal. (kicked)
I got kicked out of my apartment. (kicked)
 Working with the person next to you (your elbow
partner), write each of the following words on separate
piece of paper.
 Then, put the words in an order from 1 (most negative)
to 12 (least negative or most positive) – write this
order down in your notebooks under this activity, and
number them.
Surveillance
Protective
Monitor
Negligence
Invasion of privacy
Eavesdrop
Overprotective
Independence
Parental responsibility
Guard
Nosy
Watchful
 As I read the article aloud, think about the predictions
you made in your SOAPSTone. You may notice words
you worked with as well. Think about personal
connections you can make with the words mentioned.
 Now, in your notes, answer the following:
How accurate were your predictions?
2. When you read the whole article, did anything
surprise you?
3. Are there any parts of the article that you found
confusing?
4. Return to your initial completion of the SOAPSTone
and complete your answers more fully and
specifically. You may make changes to any
predictions you made that were wrong, or add details
for clarification.
1.
 Welcome back! We’ve got lots to do!
 In your notebooks:
 From either Set 1 or Set 2, choose the five words you
are struggling with most, and write a sentence for each
that shows you understand their meaning.
 Share with a partner to make sure you are right.
“Chunking” means breaking an article into smaller pieces to better understand
the arguments an author makes, and the steps he takes in an argument – just
like your body paragraphs in an argumentative essay.
In order to understand what the article is discussing, step by step, use the
following “chunks” to summarize what Coben is doing in his article. Write these
summaries directly in the right-hand margin of your article. Use the sentence
starters below as help:
Paragraphs 1-3: “Introduces with an anecdote….” “Presents the topic of the
paper, which is…”
Paragraphs 4-5: “Acknowledges the hesitation….” “Recognizes how parents
feel…”
Paragraphs 6-10: “Counters parental arguments…” “Lists and rebuts
counterarguments…”
Paragraphs 11-13: “Argues/Contends/Claims that…” “Suggests that parents…”
Paragraphs 14-15: “Concedes (admits) to…” “Encourages parents to…”
In your notebooks, answer the following on your own:
1. Describe a time when your parents have been overprotective.
2. Why do you think Coben repeatedly uses the word “monitor” to
describe the use of spyware? What are the connotations of the word
“monitor”?
3. Why does Coben also use words like “invasion of privacy,”
“eavesdropping,” and “surveillance” to describe parents’ electronic
monitoring practices? Can you find examples of other words with
negative connotations that Coben uses to describe the use of
spyware? How do these words impact the writer’s tone?
4. Provide an example of a protective parent v.s a nosy parent.
 This activity will help you look for specific evidence
that you wish to respond to before writing your
argument essay.
 Coben does not use data or studies to support his
claims about parental monitoring, but he does offer
evidence and supports his viewpoint with concrete
details.
 Complete a rereading of the text in which you identify
and mark examples Coben uses to add evidence to
support his argument. Then, identify the supporting
details.
1. Use a colored highlighter you haven’t used yet to
mark examples Coben uses as evidence to make his
argument.
2. Go through again, and use a different colored
highlighter to mark the DETAILS that add SUPPORT
to each piece of evidence.
Lastly, respond to the text: In the margins, use the
following questions to help respond to what Coben
argues:
1. Have you also heard of the examples he uses?
2. Have you observed or experienced anything similar?
3. Which examples are serious? Which seem exaggerated
to you?
 Now, let’s take the information you’ve summarized
to create a “rhetorical precis.”
 A rhetorical precis is used to summarize the main
claims and arguments made in a text, so that you
can both demonstrate that you understand the text,
while also creating a useful summary to refer back
to when you are writing your own opinions.
 We’ll use the green handout whenever you write a
rhetorical précis. Be sure to keep it by gluing it in to
your notebook or keeping it in your binder.
Questions about Logic (Logos):
1. What kind of evidence does Coben use to support his
claim?
2. Coben claims he did a “fair amount of research” on the
subject. Where does he cite his research or reference it?
3. What well-known cases of Internet danger does Coben
cite? Do these effectively support his claim?
4. Coben addresses counterarguments throughout his
essay. Are there any counterarguments he does NOT
consider (i.e., any other arguments that could be made
against using spyware that he does not address)?
Questions about the Writer (Ethos)
1. What does the author reveal about his background in
the first paragraph?
2. Does the author seem knowledgeable about
relationships between parents and their teen(s)?
3. What does the line “I want to know what’s being said
in email and instant messages and in chat rooms”
reveal about the writer’s background? Does this
make him more trustworthy?
Questions about Emotions (Pathos)
1. Does Coben’s piece affect your concern over the
dangers on the Internet?
2. Does the piece scare you about the possibility of your
parents “spying” on you?
3. How does Coben try to create a level of concern with
parents who may be reading this piece?
4. Which of Coben’s examples of internet danger elicit
an emotional response in you? Explain.
Next class, you will have an extended period of time (1 hour) to
write an essay in response to Coben’s article. In order to help you
prepare for this essay, I will let you see the prompt ahead of time.
For homework, you should PLAN what you would like to say (NOT
write the essay—I will not let you bring this into class). You should
decide:
 which side of the argument you’ll take
 what evidence you will use from Coben’s article
 what evidence you will use from your own experiences and
observations
 what counterarguments (arguments against yours) you will have
to address, and how you will address them
 what your thesis will be
You will be allowed to bring these notes, and your article, with you
into the classroom when taking the final timed writing assignment.
The prompt: