WELCOME TO ENGLISH 12!
Monday, January 10 - Friday, January 14
Monday - Last day of classes for Semester 1
Tuesday - Final Exams begin
Wednesday - Final Exams
Thursday - Make up Exams
Friday - Last Day of Semester
Monday - Last day of classes for Semester 1
- Kahoot game to review grammar skills and literary terms.
- Finish your point-form notes or outline for the original composition part of the final exam.
- Finish any independent novel study assignments and email or hand them in for assessment.
- Last day to hand in any revised assignments, speeches or argumentative essays.
Tuesday - Final Exams begin
Wednesday - Final Exams
Thursday - Make up Exams
Friday - Last Day of Semester
Tuesday, January 4 - Friday, January 7
In class:
Homework:
In class:
Homework:
In class:
- Final exam review - read "Our oceans are turning to plastic...are we?" article and answer questions together.
- View Ocean Cleanup video and discuss current GPGP situation https://oceanservice.noaa.gov/podcast/mar18/nop14-ocean-garbage-patches.html
- Choose your original composition essay topic from the three provided and begin working on the essay outline (see handouts tab for more info on the original composition including tips, assessment rubric and exemplars.
- Hand in any independent novel study assignments that are completed.
Homework:
- Final exam review - work on the original composition essay outline or point-form ideas
- Work on independent novel study
In class:
- Final exam review - Read "The Anniversary Present" and work in groups to find the rhetorical and literary devices.
- Grammar review
- Original composition/essay outline
Homework:
- Final exam review - work on essay outline, find the literary and rhetorical devices in "The Anniversary Present"
- Revision work
In class:
- Final exam review - literary analysis and synthesis paragraph
- Hand in any independent novel study assignments that are completed.
Four Types of Conversations
Monday, November 22 - Friday, November 26
In class:
In class:
- Introduce Argumentative Essay/Debate.
- Outline the format for a formal debate.
- Students choose to write an argumentative essay individually OR to do a debate with a partner or group of students. Students can use the same topic as their speech for the argumentative essay. Just remember to include research from the database EBSCOHOST and add quotations for support. Review the assessment rubric to make sure all criteria are included in the essay.
- Form groups and choose topics for debates.
- Introduce NoodleTools - an online research, notecard and collaboration tool students can use.
- Use laptop computers to conduct research for your argumentative essay or debate topic.
- Link to EBSCOHOST database: https://web-b-ebscohost-com.bc.idm.oclc.org/ehost/search/basic?vid=0&sid=25b3e8c7-22d6-476c-9170-fcb265f52319%40pdc-v-sessmgr04 or see embedded link below (you do not need login credentials).
Homework:
In class:
Homework:
In class:
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Monday, November 8 - Friday, November 19
In class:
Homework:
In class:
Homework:
In class:
Homework:
In class:
Homework:
In class:
Homework:
In class:
- Introduce speech writing assignment
- Brainstorm topics
- What issues are you passionate about?
- Choose your topic.
- Begin working on speech outline.
Homework:
- Work on your speech outline.
In class:
- Finish your speech outline and begin writing your speech.
Homework:
- Work on your multi-paragraph speech.
In class:
- Finish writing your speech over the next few days.
- Work on the independent novel study - optional assignment.
Homework:
- Practice presenting your speech. Record it on your phone if you do not want to present it live in front of the class. You will be expected to play the recording for the class and a mark of proficient will be the highest mark you can achieve for the speaking component if you choose this format of presenting.
- Work on the independent novel study - optional assignment.
In class:
- If you can present your speech today that is great! For those who need more feedback on their draft before they present, we will devote some class time to doing some fine-tuning and revising. I also advise you to practice presenting your speech with a partner or in small groups.
Homework:
- Practice your speech!
- Work on the independent novel study - optional assignment.
In class:
- Speech Presentations are today! Please be ready.
Homework:
- Do research for your argumentative essay or debate topic.
- Revision work.
Monday, November 1 - Friday, November 5
In class:
Homework:
- What are annotations and how do you annotate a text? See handouts tab for note.
- Discuss George Orwell's background and the historical context of "Shooting an Elephant."
- Read essay by George Orwell.
- Practice annotating the text using coloured highlighters and symbols. Annotate the first three pages together and students annotate the last three independently (see handouts tab for annotated version). Hand in this assignment for assessment. It is due by the end of the week.
Homework:
- Finish annotating "Shooting an Elephant"
- Try to figure out what the elephant symbolizes in the story. What are the other things that play on this symbol?
- Work on Independent Novel Study - optional assignment
In class:
2. Explain what is being done to decolonize Canada? 3. What can you do to assist in the decolonization of Canada?
Homework:
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- Finish any incomplete assignments from this unit.
- Work on Independent Novel Study - optional assignment.
Monday, October 25 - Friday, October 29
In class:
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- In groups of 2-3 discuss your opinions of Martin Luther King, Jr. and Malcolm X's approaches to activism in the Civil Rights Movement. Which approach do you think was more effective?
- The compare/contrast chart is due by the end of the week.
- If you are interested, the entire Malcolm X speech "On the Black Revolution" can be found here.
speech. 3) What is the message of Chief Dan George's speech? 4) Explain the effectiveness of his speech. Hand in this assignment for assessment by the end of the week. |
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Homework:
In class:
"Stand Down"
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"Why isn't there a caucasian or white club?"
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"Dear Future Generations: Sorry"
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"Knock-off Native"
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"For Anyone Who's Been Told it's Just a Phase"
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"Pause"
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"An Origin Story"
- Complete the compare/contrast chart and finish the notes/questions on the effectiveness of MLK, Malcolm X and Chief Dan George's speeches from yesterday's class.
- Work on the independent novel study - optional assignment.
In class:
- Bring your headphones to class!
- Justice spoken word poetry: Choose one spoken word poem from below and do the Spoken Word Poetry Assignment. Try to hand this assignment in by the end of class; if not then please hand it in next class.
- "Is justice worth it?"
"Stand Down"
OR
"Why isn't there a caucasian or white club?"
OR
"Dear Future Generations: Sorry"
OR
"Knock-off Native"
OR
"For Anyone Who's Been Told it's Just a Phase"
OR
"Pause"
OR
"An Origin Story"
In class:
mandatory - for those students who want to achieve Extending in the course at least two parts
must be completed at a level of at least Proficient
definition of prejudice: bias or preconceptions that are not based on reality or experience; types of prejudice include sexism, racism, cultural bias, ageism, homophobia, religious prejudice, classism, nationalism, xenophobia, etc.)
2. What do you know about Canada's history in terms of prejudice? What prejudiced policies
has Canada enacted in the past, or does it have in place now?
3. Choose one of the policies from the previous question. What has been done to attempt to
achieve justice since the policy has been changed (or, if it still exists, what should be done to
achieve justice)?
- Remind students about the Independent Novel Study
mandatory - for those students who want to achieve Extending in the course at least two parts
must be completed at a level of at least Proficient
- Working in groups of 2-3 discuss the following questions. Record the ideas of your group and hand them in the basket:
definition of prejudice: bias or preconceptions that are not based on reality or experience; types of prejudice include sexism, racism, cultural bias, ageism, homophobia, religious prejudice, classism, nationalism, xenophobia, etc.)
2. What do you know about Canada's history in terms of prejudice? What prejudiced policies
has Canada enacted in the past, or does it have in place now?
3. Choose one of the policies from the previous question. What has been done to attempt to
achieve justice since the policy has been changed (or, if it still exists, what should be done to
achieve justice)?
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On February 14, 1973, the Yukon Native Brotherhood, led by Elijah Smith, along with a delegation of Yukon First Nation leaders, presented Together Today for our Children Tomorrow: A Statement of Grievances and an Approach to Settlement by the Yukon Indian People to then Canadian Prime Minister Pierre Elliott Trudeau.
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Monday, October 18 - Thursday, October 21
Monday
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Cut-off for Satire Unit assignments and project is Friday, October 21
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The History of Lady Justice
The concept of Lady Justice is very old, dating back to ancient Greek and Egyptian times. Themis, the Greek goddess, represented the law, order, and justice, while the Egyptians had Ma’at, who stood for order and carried both a sword and the Feather of Truth. The most direct comparison, however, is with the Roman goddess of justice, Justitia. Lady Justice bronze statue in the lobby of the Vancouver Law Courts. The artist, Mark Harman, who was against capital punishment, replaced the sword with a scroll.
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- In small groups (2-3), answer the following questions:
2. What are some ways you know of that people have stood up for what they believe is right? (This could be you, people you know, or people in history.)
3. What factors might contribute to whether people stand up for what they believe is right?
4. What are some ways that people might persuade others to believe in something (good or bad)?
5. Define justice.
6. Give an example from history of something that is unjust and something that is just.
7. Why might rhetoric (the art of using language effectively and persuasively) be important in the fight for justice?
Homework:
- Read the article "It's Not What You Say..." (see handouts tab) and answer the following questions:
2. What does Tobak think is the most important factor in good communication?
Tuesday
- Watch MLK "I Have a Dream" speech. See second video below. The first video gives historical context and background info on the Civil Rights Movement.
- Review Rhetorical Devices handout.
- Do MLK Dream speech and activity and hand in for assessment. You may work with a partner and complete one copy of the assignment together.
Wednesday
- Finish MLK Dream speech assignment.
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Monday, October 4 - Friday, October 8
Monday
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Homework:
Tuesday
- Finish parody and satire assignments. They are due next class. See handouts tab if you were absent or if you have lost your copies.
Tuesday
- Hand in the parody and satire assignments from yesterday.
- View satire video "A Modest Proposal" - arguably one of the best examples of satire (see below).
- Work with a partner on the "A Modest Proposal" assignment (See handouts tab for copy of assignment). This assignment is due on Friday.
Wednesday
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Thursday
Friday
- Work on Satire Project
Friday
- Work on Satire Project
Monday, September 27 - Friday, October 1
Monday
- Complete and hand in the Theme and Privilege assignments.
- Analyze Robert Burns' poem "To A Mouse" and jot down notes on how it relates to Of Mice and Men.
- Work on essay.
- Of Mice and Men novel study test is this Wednesday! There are two parts: closed-book about the characters and plot; open-book about techniques to build tension/suspense, allusions to the Robbie Burns poem "To a Mouse" and themes in the novel. Remember to bring your novel to class!
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Tuesday
Wednesday
Thursday - Reconciliation Day - No school
Friday
- Discuss Robert Burns' poem "To A Mouse" and how it relates to the novel Of Mice and Men.
- Work on essay.
- Begin reviewing for the novel study test.
- Review for novel study test:
- Remember to bring your novel to class as you will need it for the open-book section of the test.
- For the closed-book part of the test you should be able to list all the characters and their roles in the novel. You should also know the plot (events in the novel) and the setting.
- For the open-book part of the test you should be able to apply the techniques to build suspense or tension, find support/evidence for theme statements, find connections to the Robert Burns poem "To a Mouse."
- Review your assignments, make lists of characters, and read/create chapter summaries to refresh your memory of the plot.
Wednesday
- Of Mice and Men novel study test
Thursday - Reconciliation Day - No school
Friday
- Go over answers to novel study test.
- Finish and hand in the essay.
Monday, September 20 - Friday, September 24
Monday
2) literary analysis paragraph on the Lenny and George as character foils
3) Ch. 3 Close Reading sheet about techniques used to create tension and suspense (green), 4) Ch. 4 Crooks and Curley's Wife Characterization Chart (pink).
See the handouts tab if you need another copy of any of these assignments.
Tuesday
Wednesday
Thursday
Friday
Monday
- You should be finished reading the novel Of Mice and Men.
- These are the novel study assignments that should be completed so far, so please finish them this week if you have not already done so:
2) literary analysis paragraph on the Lenny and George as character foils
3) Ch. 3 Close Reading sheet about techniques used to create tension and suspense (green), 4) Ch. 4 Crooks and Curley's Wife Characterization Chart (pink).
See the handouts tab if you need another copy of any of these assignments.
- Theme assignment - write two theme statements for the novel Of Mice and Men as well as providing evidence from the novel to support your ideas (see handouts tab for note).
Tuesday
- Finish Theme assignment and Privilege Chart for the characters in the novel. These assignments are due by the end of the week.
- Begin viewing the video adaptation of the novel Of Mice and Men.
- Make notes on any differences between the novel and the film, as well as any likes and dislikes of the film adaptation. Was the film an accurate representation of the novel?
Wednesday
- Finish viewing the film Of Mice and Men.
- Think-Pair-Share ideas based on notes made during viewing of film.
Thursday
- Introduce Of Mice and Men essay.
Friday
- Due today: Theme and Privilege Chart.
- Work on Of Mice and Men essay.
Monday, September 13 - Friday, September 17
Monday
- The cut-off for handing in the Rhetorical Analysis assignment and Business Email assignment is Friday, September 17. Please see me if you are having difficulties finishing these assignments.
- Finish writing the literary analysis paragraph on Lennie and George as character foils if you have not already done so. It is due today.
- Tips for writing your literary paragraph on Lennie and George:
- Avoid using personal pronouns and contractions.
- Write in the present tense and keep the verb tense consistent throughout.
- Provide support for your ideas using examples and quotes from the novel.
- Incorporate or embed quotes into your explanations using proper punctuation.
- Use transition words to connect your ideas into one concise paragraph.
- Make sure your paragraph follows the proper structure: PEE acronym - POINT, EVIDENCE, EXPLANATION (see your notes on writing literary analysis paragraphs/essays).
- I will introduce the Chapter 3 Close Reading assignment and you will be expected to finish the assignment and hand it in by Wednesday (see handouts tab).
Tuesday
- Read chapter 4 of the novel Of Mice and Men.
Wednesday
- Due today: Chapter 3 Close Reading assignment.
- I will explain and you will have the class to work on Chapter 4 Crooks and Curley's Wife assignment (see handouts tab).
Thursday
- Finish the chapter 4 assignment and hand it in by next Monday.
- Finish reading the novel.
Friday
- Class discussion: What is privilege? View the videos below.
- Privilege Chart - Discuss the concept of privilege in the novel Of Mice and Men in terms of skin colour, gender, socio-economic status, physical/mental ability, culture/religion. Complete the Privilege chart and hand it in for assessment (see handouts tab for note).
- Reminder: The cut-off for handing in the Rhetorical Analysis assignment and Business Email assignment is today!
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Tuesday, September 7 - Friday, September 10
Tuesday
- I will provide background information on the setting and author of Of Mice and Men (see handouts tab for PowerPoint presentation)
- Begin Of Mice and Men novel study - read pages 1-2 and complete setting assignment for homework (see handouts tab for copy of assignment and if you would like to listen to the novel, go to the YouTube audio posted below). The setting activity is due this Thursday.
- Finish reading chapter 1 if you have not already done so.
Wednesday
- Lesson on writing literary analysis paragraphs and review of embedding quotations (see PowerPoint below for an exemplar).
- Work on character trait maps and character foil literary paragraph (see handouts tab for character trait maps, literary paragraph outline, assessment rubric)
- Read chapter 2.
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Thursday
Friday
- Complete character chart for Lennie and George.
- Complete outline for literary analysis paragraph on Lennie and George as character foils.
- Begin typing up your literary analysis paragraph.
- Tips for writing your literary paragraph on Lennie and George:
- Avoid using personal pronouns and contractions.
- Write in the present tense and keep the verb tense consistent throughout.
- Provide support for your ideas using examples and quotes from the novel.
- Incorporate or embed quotes into your explanations using proper punctuation.
- Use transition words to connect your ideas into one concise paragraph.
- Make sure your paragraph follows the proper structure: PEE acronym - POINT, EVIDENCE, EXPLANATION (see your notes on writing literary analysis paragraphs/essays).
- Begin reading chapter 3.
Friday
- Finish typing up your literary analysis paragraph. It is due on Monday.
- Homework: Finish reading chapter 3.
Monday, August 30 - Friday, September 3
Monday
- Due at the beginning of the week: Answers to the rhetorical analysis questions for the article given last week.
- Students will share their answers with a classmate in the form of an informal discussion.
- We will discuss the answers as a class and generally go over the successes and failures of the piece.
- Review the term allegory - we will view and discuss the short video below.
- I will introduce the summative assignment that is worth marks. Students will have time in class to begin working on this assignment and they will be given some time next class to work on this assignment as well.
Tuesday
- Work on the Rhetorical Analysis Assignment from yesterday's class.
Wednesday
- Work on Rhetorical Analysis assignment.
- Here are some helpful websites:
Find the articles here:
Canada is not a country
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The downright abomination of stunt marriage proposals
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Welcome to Winnipeg: Where Canada’s racism problem is at its worst
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Use this checklist and make any necessary changes before you hand in your essay on Friday.
checklist_for_rhetorical_analysis_essay.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday
- Synecdoche and Metonymy
- We will continue to work on the rhetorical analysis assignment from the beginning of the week. Laptop computers are available to use in class. The rhetorical analysis assignment is due tomorrow!
Friday
- Rhetorical Analysis Essay is due.
- Begin Of Mice and Men novel study - read pages 1-2 and complete the Setting Assignment.
- Read chapter 1.
- If you would prefer to listen to the novel, go to the YouTube audio version posted below or Google "Of Mice and Men free audio" to listen to it on your phone.
- Here is the link to the pdf version of the novel if you want to read it on your phone:
Monday, August 23 - Friday, August 27
Monday
- Welcome and go over COVID School Protocols
- Go over course syllabus
- Play a Kahoot game to reinforce understanding of COVID School Protocols and course information
- Students to begin writing letter of introduction and complete survey.
Tuesday
- Finish the letter of introduction and complete the survey. Hand both in to the basket on my desk.
- Talking Circle to co-create the guidelines for respectful communication and healthy work environment.
- Talking Circle to co-create the classroom cell phone policy.
- Writing an effective business email
- View video and button texts below
- We will co-create an assessment rubric for writing an effective business email and I will post it in the handouts tab
- Write an effective business email to an employer or teacher and send it to me at [email protected]
- Business email is due by Friday, August 27.
Click on the Button Texts for tips on writing business emails and examples
Wednesday:
- We briefly discussed the difference between argument and persuasion and then we viewed the Persuasive Techniques Slideshare (See Button text below).
Persuasive Techniques Slideshare
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- We talked about Aristotle’s 3 Basic Appeals: Pathos, Logos and Ethos. These three appeals sum up – according to Aristotle – the fundamental building blocks of all argument.
We discussed what each ad is supposed to make you think and discussed how effective they are.
After that I gave you a handout with notes on pathos, logos, and ethos.
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- Next, we discussed influential speakers, both good and bad, talking about advice (both what works and what does not).
- We viewed this commencement address by Jason Reynolds to the graduating class of Lesley University back in 2018.
Here are a few other excellent commencement speeches, if you have the time:
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Thursday
- We will Play a Kahoot to review literary devices.
- What is rhetorical analysis? We will view the video below and discuss the meaning and components of rhetorical analysis.
- We will read David Foster Wallace’s This is Water (see handouts tab) and hopefully have time to begin answering the questions found below (they are also posted in the handouts tab).
- Answer three of the questions below and bring them to the next class. I also want you to be able to answer this question next class:
What is this speech trying to teach its audience?
This is Water Analysis
After reading the speech THIS IS WATER by David Foster Wallace, answer the following questions making point-form notes.
1. Structure: What observations can you make about the overall structure of the speech? Considering things like a) length b) allegory c) repetition d) metaphor e) anything else you observe
2. Language: How would you describe the level of language that Wallace uses throughout the speech. Is it well-chosen considering his audience (recent University grads)?
3. Form: Discuss the hypothetical story (the one about driving to the store) at the center of this piece. What choices does he make as a writer in his telling of the story? What is the desired effect?
4. Content: Why does Wallace feel spiritual worship will not let you down like all other kinds of worship?
5. Content: Do you agree with his assessment that this speech is ‘the truth with a lot of rhetorical bullshit pared away”?
6. Content: The title is THIS IS WATER. What is “this”?
A few years back, actor Jason Segal played him a film called THE END OF THE TOUR.
Here is a video of him sharing his thoughts on literature. |
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Friday
The first is from Samantha Ettus and was published a few years ago in the Washington Post titled What it’s like to win the lottery as a woman
https://www.washingtonpost.com/opinions/what-its-like-to-win-the-lottery-as-a-woman/2017/11/24/c90f67ea-cd69-11e7-9d3a-bcbe2af58c3a_story.html?utm_term=.85a802d39c97
The second is from an anonymous sources and was published in the New York Times three years ago. (click on title below for the full article)
- Think-Pair-Share: You should have answered three of the analysis questions from last class pertaining to David Foster Wallace's speech "This is Water" and you should have come to class today with some point-form notes. Now I would like you to share your ideas with a partner and maybe generate some new ideas or fill in the gaps in your notes. We will conclude with a class discussion.
- David Foster Wallace’s "This is Water" is what is known as a direct appeal, i.e. something with a clear central thesis and overt message. In addition, his speech does not really, in any great detail, make use of his personal experiences.
- Today we will look at people who use rhetoric to share personal experience. Both are opinion pieces that were featured in major publications to much reaction, both acclaim and condemnation.
The first is from Samantha Ettus and was published a few years ago in the Washington Post titled What it’s like to win the lottery as a woman
https://www.washingtonpost.com/opinions/what-its-like-to-win-the-lottery-as-a-woman/2017/11/24/c90f67ea-cd69-11e7-9d3a-bcbe2af58c3a_story.html?utm_term=.85a802d39c97
The second is from an anonymous sources and was published in the New York Times three years ago. (click on title below for the full article)
I Am Part of the Resistance Inside the Trump Administration
September 5, 2018
I work for the president but like-minded colleagues and I have vowed to thwart parts of his agenda and his worst inclinations.
September 5, 2018
I work for the president but like-minded colleagues and I have vowed to thwart parts of his agenda and his worst inclinations.
- Read both pieces and then consider the questions below. Jot down some point-form ideas/answers to the questions below. Please complete these questions for homework and bring them to class at the beginning of next week. The articles and questions can be found in the handouts tab.
- Content: What does the author hope to achieve by sharing their story? Do you think the piece does what the author intended it to do?
- Content: Does the story ever state a thesis, either directly or indirectly?
- Content: How much commentary does the author provide on his/her story? How much is left up to the reader?
- Structure/Style: How do the articles differ in the following areas:
- Length (Sentence, paragraph and full article)
- Tone: Does either piece use any humour in dealing with serious issues?
- Language: Does one piece use more sophisticate language than the other?
WASHINGTON — Former President Barack Obama, making a rare public speech rebuking President Trump, said the situation in the White House was “not normal” and even “dangerous,” referring to a New York Times op-ed in which an anonymous writer said an administration “resistance” was preventing the president’s worst impulses.
“That is not a check. I’m being serious. That’s not how our democracy’s supposed to work. These people aren’t elected,” Obama said in a speech at the University of Illinois at Urbana Champaign. “They’re not accountable. They’re not actively doing us a service by actively promoting 90% of the crazy stuff that’s coming out of this White House, and saying, ‘Don’t worry, we’re preventing the other 10%.’”
“This is not normal. These are extraordinary times, and they are dangerous times,” he added.