Assignment 26 🔥R🔥O🔥A🔥S🔥T🔥E🔥D🔥 Lena Ilagan

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Mr. Logsdon,

This year really has come a long way (as detailed in my previous post), and I have a couple things to suggest to you.
For one thing, the review of the benchmarks can be rather boorish.  It would be better to read off the characteristics of them, or, in the beginning, have students analyze various scores, and tell why they are that score.  They could create a booklet of sorts, and they could refer to it throughout the year. Additionally, the no-no verb exercise was rather useless in my opinion.  To-be verbs are essential in many components of writing, especially when forming tenses other than past and present.  You ought to replace the no-no verb lesson with a no-passive-voice-or-excessive-words lesson.
Another setback I saw in the class was the lack of training in the multiple choice section of the AP Test.  I see myself as a decent writer, but I'm awful at analyzing texts.  Additionally practice and explanation on text analyzation would be beneficial to future students.
The last criticism I have about your class would be about the socratic seminars.  I understand what you were trying to do, but you picked the worst pieces to do a rhetorical analysis on.  I find interesting pieces such as "Walk on By" to be interesting, and perhaps helpful when preparing for an argument piece, but I feel like if these socratic seminars are to be an adequate and effective training for the AP test, they must reflect it.  So, you could emulate the essays.  For a rhetorical analysis, pick speeches.  For a synthesis, ask students to use several pieces you have picked out to debate a certain topic.  For arguments, have a normal group debate.
Ultimately, you can do whatever you want with my advice.  I just want you to still know that my criticism in no way means that i did not find your class useless.  In fact, it was integral to my development as a writer.

thanks for putting up with first hour