Full two-hour essay practice! (Do it if you can!)

One of the scariest things for my AP English students (Lit and Lang) is the time limit on the essays. For me, two hours would NOT have been enough. But it is enough for most.  To assuage their fears, I give a two-hour practice exam. Our block classes are 90 minutes, so I just snagged them for 30 minutes from the following period.  The principal backs me (as they should as my students miss SO MUCH for band, DECA, etc.--those are important as well, of course.)

Yesterday the students took their two-hour test. As I will not be able to respond to108 essays this weekend, I told them to choose the 2 they'd like me to critique.  Every student finished in time. I require that they write 1.5 pages for each essay--which I feel is really not enough for 6/6, but they can get it done in 2 hours. I just gave 20 pts. for completion to also take the pressure off. The goal was to FINISH in time and figure out time management.

Students said they felt MUCH more confident about being able to write the essays on test day after the big practice essay test.  I know some teachers have to offer this opportunity on weekends (as something optional).  I am lucky.  But if you can get them to write the 3 in a row, I think it is A) a confidence booster and B) helpful for figuring out pacing (which essays may take longer...all that). 

This all said, the scariest part is actually the multiple choice! I wish I had someone else's advice for that!

AP LANG: Q3--over 25 quick ideas and Dani's kickin' essay

This is what I tell my kids about Q3!  I truly spend the least amount of prep time on this one.  Yesterday they did the one about American possessions and people preferring to talk about a new video game rather than their epic life events. I told them this is one they could potentially save 5 min6utes on (only one person did). I also tell them that at least TWO different examples with LOTS of COMMENTARY is key. Example student essay at end that colleagues on

AP LANG facebook all say is a 6/6 due to voice! 

QUESTION 3: Argument Essay QuickAdvice

1. GOAL--persuasion (if you're not developing an argument you missed the point)

2. Must have a THESIS (statement of your stance/opinion)

3.  THESIS should at least partially answer the question posed in the prompt!

4.  You have to answer the question the prompt asks--not the question you wish it asked! Otherwise, you can't score above 3/6.

5. A way to set up a thesis: "Although many may feel that _____________, thesis goes here______________________.

5.5. Consider starting intro with a scenario

5.75. OR just write a traditional intro with some sort of qualified universal truth followed by thoughts that lead to a thesis.

6. Line of Reasoning will come naturally with a thesis and topic sentences with transitions. (See blog on how easy LOR actually is) https://tracetheelateacher.blogspot.com/2026/03/demystifying-lor-for-ap-english-relax.html

7. Body paragraphs--each is a mini argument proving/addressing your thesis/stance

8. Body paragraphs: Topic Sentence/Example(claim) /Support

9. Support is COMMENTARY--go heavy on explanation

10. Cool conclusion!!! Can be short (3-4 sentences)

11. You can start conclusion with a question if you are up against time

12. Conclusion: final reflective thoughts, touch on universal truth

13. Consider who this will affect most and why/how?

14. Conclusion's last line? consider a call to action!!!!

15.  THIS ESSAY can definitely be voice-driven! 

16. That said, use your sophisticated punctuation (colons, semi colons, dashes)\

17. Vary your syntax with purposeful repetition, the occassional question/answer

18. A question/answer mid-paragraph can lengthen  your commentary!

19. You have to sound like you CARE about this prompt (whether you do or not)

20. It should be fresh, interesting, and convincing

21. Anecdotes are a go!

21.5. It is FINE to use PERSONAL EXPERIENCE *develops ethos if appropriate for this question

22. Scenarios are a go! A quick scenario can be good for an intro or to further develop a point!!

23. Rebuttal section can be GOOD--it shows you have looked at at least the main objection other side would offer. It also adds commentary and a fresh angle

24.  Rebuttal--you can concede--opponent is partially right, BUT consider this..

25. Rebuttal--otherwise blow opposing point out of the water!

24. Defending the idea in the prompt works!

25. Challening the idea in the prompt works and is sometimes more interesting!

26. Qualifying in some cases makes you sound more logical--"For most people" instead of "Everyone feels..."   

26.5. Try  not to let qualifying make you seem indecisive--use INTENTIONAL qualification

27.  Ummmm....go back and read the darn prompt. Are you answering THE question they are asking?

28. See PEER HUGO and SEE IT below for possible topic ideas

Dani's voice-driven essay on Baca's comment about Americans caring about possessions. I think her third paragraph is the best.

In a 2019 interview, award-winning poet and memoirist Jimmy Santiago Baca commented that we in America would rather talk about possessions and play video game epics rather than talk about the “epics” in our own lives. I believe Baca’s claim is wildly misconstrued, and a gross simplification.

Nowadays, goods and services are more expensive than ever before. Many people can’t purchase the latest gadget, the newest car, or the most advanced house. The average Joe doesn’t have these possessions to talk about. Most citizens aren’t talking to their friends about their new Switch 2; they’re saying, “Hey, I made you in Tamogachi Life 2, you should come over so we can make you marry Gojo Satoru.” On social media, ordinary people aren’t taking a picture of their new iPhone; they’re taking pictures of themselves and their friends on vacation or prom. We aren’t focused on possessions, we’re focused on experiences. Especially since the COVID-19 pandemic, when we couldn’t do that for two years.

I would also disagree strongly with his stance on our apparent disinterest in stories. Look around, people won’t shut up about their family, their stories, their friends. There are YouTubers with millions of subscribers who just share stories of their family and friends. If his statement is true, how could this be possible? Even in my own personal life, I couldn’t tell you what cars my friends have, or what kind of Xbox or PlayStation they bought, but I do know how their dad annoyed them the other day, or how their dad met their mother.

I also find it very out of touch the way Baca describes his stance. “We’d much rather get on the computer and play video games and enact some cataclysmic epic than to talk about the epics in our own lives.” I’m not Frodo; I don’t have an epic adventure to drop the ring into the volcano. Nor do I have a mission to defeat a corrupt empire. The average person doesn’t have a grand story. We’re just trying to make it through, in a crazy, messed-up, upside-down world, where 3% of people hold 100% of the power. This is why many play computer games, to escape, to feel wonder that isn’t really possible in our average lives, with taxes, debt, and homework. We can’t really throw away our 9-5s to go on an adventure, or leave behind kids and elderly family members, some of whom are responsible for, and have to be with them. I would also say that average things like having children and getting a dream job are great epics, but contrary to Baca’s point, we do talk about these things. All the time, in fact, you can’t get away from it. On Facebook, there are myriad and myriad pictures and posts of children, grandchildren, nieces, and nephews. You can see what we Americans value. It’s so clear to see it's glaring. I myself am not a parent, but I quickly became close with an infant from a family friend. She’s only one three/quarters, yet I have over two hundred pictures of her on my phone. I don’t have as many images of possessions on my phone; in fact, most of the pictures on my phone are of friends, family, and memes, because I value relationships.

What we put out into the world defines what we value. The endless pictures of vacations and events on social media show us that we value experiences. The baby photos and videos of infants and toddlers dancing, singing, and drawing show that we value family. While some people do post about possessions, they’re often influencers, and so, it’s their job to do so. I know many people who are into cars because that’s what they like. They go to car shows with their friends and family and take pictures of cars because it’s what interests them. In the same vein, a nature-centered person would collect leaves or rocks to show to their friends. Again, with every possession, it all circles back into a value of friendship and human interaction.

Microaggression Video: Five-minute Supplement for TO KILL A MOCKINGBIRD

Microaggressions. We just read To Kill a Mockingbird, and I wanted to connect the text to the present, connect the novel's issues of prejudice more to the students. Our small Iowa school has a muchly much caucasian majority student body--only three-four people of color in each section. I came across this video with a couple of joggers who stop and chat. It gave us a chance to talk about the guy's intentions--how he probably wasn't trying to insult her about her race, but he was unwittingly committed to "othering" her. (video link at bottom of post)

I later showed it to one of my Asian students (so subtle, I know) from AP Lit and asked her if she thought it was appropriate for freshman after reading TKAM. She said she was worried that some might think it was funny for the wrong reasons. I told her that wasn't the reaction--from the moment he says (with emphasis), "Where are you FROM," some of the freshmen kind of quietly gasped, knowing he'd crossed the line. Chloe was nicely surprised to hear that, I think, but I certainly understood her concern.

In English 9, after watching the video, we talked about how when the students themselves are "messing" around with friends and making jokes about such things and think it's just funny, maybe they should consider what's going on. It's maybe funnier to one of them than the other. I then asked my freshman if I should have shown the video, and one said, "probably not." One of my few students of color in the room then said, "Show the video." That made it worth it for all three classes.  

The Korean woman in the clip eventually makes fun of the caucasian guy who had kept insisting that she tell him where she's from (San Diego); at the end she talks energetically in a British accent--the voice of his "people." One younger boy said that she could have been nicer and "just explained" how it made her feel. I said, "Why should she have to?"

Anyway, I think the discussion with the freshmen was useful, and I had a great conversation with my girl from AP Lit--she was so helpful and interesting and forthcoming. She and I had been discussing Grapes of Wrath one-on-one for twenty minutes before I showed her the video. As for Steinbeck's text, we talked about questions she had crafted, and I brought up the consideration of a feminist perspective. Then I asked her if they were any people of other races in the novel at all. She said, "no," but that she thought that oppression was still effectively addressed--she thought Grapes "definitely shows prejudice about where someone's from." I agreed, and added that there's clear prejudice concerning social class.

So this is probably a blending of two topics, but  I'm glad I used the video. (See link below) The actors are great. I think the last part is supposed to be funny. Or maybe not? After all, nobody laughed all day.

 This will take you there.

https://www.youtube.com/watch?v=DWynJkN5HbQ

Demystifying LOR for AP English: Relax, They've Got This!!!

 AP LIT: So much is so hard already--let's make LOR a little easier!

(Jump to LOR recipe--it's at the bottom)

Brian S. runs our AP Lit facebook page! I love that site! This week he posted a query about how to help his kids understand Line of Reasoning. I saw lots of what I thought were on point responses to his question as is always the case with that group. 

But I think it's just so much easier than the College Board makes it seem.  I would love to get feedback on this from people. I am maybe oversimplifying things?

Here's my thought.... line of reasoning = logical organization.

Since middle school for sure,  I think most students have been exposed to the five-paragraph essay. That set up is just a classical (Aristotelian) argument which is an LOR. (see below)

_________________________________________

Classical Argument Structure (simple terms)

Introduction with a thesis (in AP Lit--an assertion addressing the prompt)

Support (in a standard format maybe three body paragraphs sharing reasons with evidence)

Conclusion (In AP Land, I say, "keep it short." If my kids are running out of time I tell them to write a quick paragraph discussing the final 2-3 sentences 
(if a Q2) and they can address 1 of 2 things:  do these sentences add new information that enhances the piece or how do these last sentences differ from the opening of the piece.  Then I tell them if they want a quick kinda cheesy way to end they can just tag on, "The author leaves us to contemplate....." and they can make a comment about the character or the universal condition.

THERE,  I also made it harder than it is!!!  See the formula below for an always win LOR.

THE LOR RECIPE (no AP reader can logically dispute this)

A. Intro with thesis (try to "answer" the question)

 B.  Body paragraphs that each begin with a topic sentence that includes a transition. "In the following paragraph the tone shifts from _____________ to _____________." or "Nearing the conclusion of the selection, ..."

 C. Conclusion if time (maybe not as important in an LOR?)

_______________________

GOOD LUCK!  I seriously tell them the LOR will come naturally if they discuss the passage chronologically; otherwise, if they make sure they use transitions in their topic sentences they're golden. Stay golden.

ROMEO AND JULIET--Why Priscilla Rocks It and I, Not So Much!~

ROMEO AND JULIET--my past does not match Priscilla's present! 

As a high school teacher who has taught all four grade levels, I've had the chance to teach many-a-play. Of the bard's I've taught Hamlet, Macbeth, Othello, King Lear--all AP Lit; and Julius Caesar and Midsummer during a stint as a sophomore teacher, BUT when I taught at Southeast Polk, and my own children were daycare age, I decided I needed a more manageable prep load, and was able to land a spot on a freshman teaming squad. Of course, just one prep, but, sure, freshmen six hours a day. It is as true as the love of those kids from Verona that I have taught ROMEO AND JULIET 48 times. It is the one play that someone sitting next to me would want me to stop quoting during the show. (No one likes that.)

I feel like I did a good job with R&J at Polk for those six years times six times a day equals 36 read throughs of Capulet and Montague squabbles. I was enthusiastic--I had someone's old cream prom dress that anyone playing Juliet was eager to wear (it magically kind of fit everyone). I had a flower wreath for her hair, a hat for Romeo, plenty of plastic swords with which servants of opposing houses swatted each other really hard on the legs (or arse). As for stage energy, I could pull it out of them--they were as "easily led by the nose as asses are." But it was chaos. Since this was the early aughts, I was able to talk the custodians into allowing me to use a really pretty tall rolling platform for Juliet's balcony, and I had green garland running up the metal legs. We did NOT have the easy-to-read parallel texts so common now. They read it out of the textbook in the equivalent of the King James' version. I re-recited half the lines and translated entire passages and told myself that they "pretty much got it." I had made voice-driven "worksheets" that we filled out at the end of each period. I had a retractable plastic "happy dagger" for Juliet's last moments, and I had them do final projects.

Lots of freshmen boys viewed the project as a good chance to film themselves whacking each other with light sabers. I do remember a pair of girls doing an impressive interpretive dance of Mercutio and Tybalt's fight--they said it took a "looooonnnnnnng time." It probably did. One girl used her horse as Romeo (she's a math professor now). A group of guys led by Wyatt, who last I knew was writing blogs and doing political commentary videos from his basement somewhere in Russia, did an artsy film of Romeo killing Tybalt--they used closer and closer and closer close ups of one of the boys chanting, "I AM FORTUNE'S FOOL FORTUNE'S FOOL FORTUNE'S FOOL FORTUNE's FOOL" until only the mouth of the actor was shown whispering, "fortune's fool." I wish I still had that.

That's basically how I did ROMEO AND JULIET the first 36 TIMES. When I picked up three sections of English 9 (for everyone!) at my current school, there was Romeo again, crying about Rosaline and then creeping under Juliet's window. I have to admit it. I had lost my spark. I still did my best, but it wasn't the best I had done. That was in the past. And although Romeo and Juliet is GORGEOUS poetry--"O brawling love, oh loving hate!"--I had grown tired of the most famous love story of all time!?! Take that Cathy and Heathcliff, Gatsby and Daisy, Othello and Desdemona...those didn't end well either.

Anyway, I'm still reciting lines, having them act it out, mostly having them read the "real" side of the book, and explaining every scene. BUT, I'm always soooo glad when we read that "Alllllll are punished" and we get to watch the weird DiCaprio movie. (If you haven't see it, Romeo takes a hit of something before the Capulet party. Fortunately, he totally sobers right up by sticking his head into some water--is it the giant aquarium?) Anyway, at that point, if I can get the school's AV equipment to work, it's easy. It's almost over. Thank my star-crossed stars.

I hate to say it--but I'm sure it's obvious--I think I'm kind of "over" teaching Romeo and Juliet. I believe I still pulled it off this year again and they enjoyed it and learned, but of all the things I teach each year, it is my least favorite. Sigh. (Again, arguably the most beautiful piece of literature though.)

Fortunately, NOT EVERYONE at our school is a burn out when it comes to the freshmen introduction to Shakespeare!

I work with a fantastic woman named Priscilla (she and I weirdly went to the same tiny high school four hours away and several years apart). She is an incredibly upbeat, adventurous, funny, and gifted teacher. (She also has glittery silver boots--and some cool purple shoes.) Priscilla joined our building's ELA cast a few years ago and teaches our Advanced English 9 students (along with two other preps). The Shakespeare unit is not done for Priscilla when they finish the play--she's on to the creative follow-up! Below, she describes her students' original productions. If I weren't so old, I would maybe try to steal her idea. (Alas, I am not teaching freshmen next year--which I will miss, except, you know.)

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PRISCILLA's PLAY PROJECT described by Priscilla

"One of my, and most importantly, one of my Advanced 9th grade students', favorite assignments is writing and performing their own original play! After reading Romeo and Juliet for about a month, and thus being immersed in the play-writing style, students are tasked with writing their own original play, in groups of preferably 4, complete with at least 1 prop per character (usually they perform with several more) and costumes. They perform on the stage in our auditorium in front of the other students in their class and any administrators/ teachers who can attend.

Back to groups for a moment, I have found that the magic number is 4 per group, but 5 will work, while 3 isn’t really enough to portray enough characters for a complete play. I have also found that me choosing the students’ groups, mostly to keep the genders in each group balanced, is best, even when the students beg to choose their own groups, which they will, most certainly!

At the beginning of the project, students are often overwhelmed and I need to remind them, “One Step At A Time.”  If students just write their play, props and costumes will come, as undoubtedly a character in the story will talk on their cell phone, or lay down and go to sleep, or sit in a chair.  As for costumes, students don’t need full costumes, a scarf or hat for each character is sufficient, just enough to identify specific characters just in case one member of the group needs to play two different characters.

In the past I have had a play that featured speed dating, but it was more like "Speed Dating Gone Wrong." It was hilarious! I also had a play that crowned a beauty contestant. They had an evening gown competition, a talent competition, and an interview competition. (I had to nix the swimsuit competition--LOL!) Several times there has been a play that started immediately after a plane crash showing how they would survive, and this year my favorite was about grandparents in a nursing home trying to steal medicine. The way they portrayed older people, complete with canes and different voices was great!

By the end of the project, I hear students say something to the effect of, “I thought this project was impossible, but it was Awesome!” or “That was the best thing we did all year!”  When administration or other teachers come to watch the plays, students notice!  “Can you believe (insert name) came to watch?”  I even invite our school media team to come to the play performances so pictures end up on our Facebook page etc.  It is so awesome to recognize the students outside of the classroom for their hard work! "

(T's note about P's picture: it's a shame you can't see her feet: her footwear = always fab.)

SMALL GROUP NOVELS: Ideas for Discussion Days

 

small GROUP DISCUSSIONS OVER VARIOUS NOVELS  

(and a quiz)

My students (and likely yours) appreciate having a bit of "voice and choice" at different points in the semester. While we have been hitting AP Q2 pretty hard, on alternate days, they are accountable for having read an assigned section of their group novel. This semester's novel selections are listed below.  The first discussion is usually after the first 60 pages, and I just let them go for it--discussing what they like/dislike, what is happening, what is confusing, etc. These are a few assignments from the unit. I don't think they are earth-shattering, but maybe they'll provide ideas for variety and accountability. Discussions are always lively. 

Below are the novel selections...

 ALL THE LIGHT WE CANNOT SEE, The COUNT OF MONTE CRISTO, WUTHERING HEIGHTS, GRAPES Of WRATH, JANE EYRE

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(This one is fun; they have to know the reading pretty well, and it's a nice review of plot and purpose for the whole group.) 

AP Lit Group Novel Discussion: Pick a Random Plot Point! p. 150-220

Get into your groups.  One at a time, starting alphabetically by first name, randomly turn to a page between p. 150-220. Then ask everyone else to turn there as well. Take about 60 seconds to review your page. Read at least 1/2 of the page aloud to your group.  Explain what is going on and what led up to this moment. Then describe its significance to the overall plot or protagonist.

Then the next person finds a random page and things continue...

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(This is an independent quiz and not open book--just a reflective reading check)

AP Lit Group Independent Quiz 220-270 

What are two events that have recently occurred in your novel?  

A. For each, write a lengthy paragraph detailing the action and then discussing its significance to the plot or developing theme or characters. 

B. Following that paragraph, discuss an alternative event--what COULD have happened instead? Write a long paragraph discussing this potential plot point.  

(As you are doing two scenes, you will have 4 paragraphs in all.) 

________________________________________________

AP Lit Small Group Discussion: p. 270--325

1. How are you feeling about the book overall--how does it compare to other novels you've read? (super basic)

2.  Discuss a secondary character (not the antagonist). What is their importance to the plot and how do they affect the protagonist?  What do they want?

3. What are the strangest or most disturbing or mysterious things that have happened in the novel so far? Explain--what do they add?

a.

b.

c.

4.  If this novel were made into a film, which characters, details, or plot points would be left out? Why?

a.

b.

c.

5.  Discuss how much the setting (both time and place) affect this novel.

6.  Brainstorm:  What would this novel be like if set in the present--Heathcliff visits Gilbert High, etc.? Explain with several details what this would look like--what would need to change and what could remain?

_________________________________________________________

For the next section, maybe p. 325-400, I have them write a "teacher-like" quiz with answers.

GROUP NOVEL QUIZ (written independently)

Requirements:  You must include 3 multiple choice questions, 3 short answer questions, 2 true or false questions, and 1 two-paragraph reflective question. Provide the answer for each question in highlighted in red and include the page number. It should be set up like an actual class quiz! Make it look cool. :) 

______________________________________________________________

FINAL DISCUSSION (Student directed Socratic seminar)

Each student arrives at class with three higher order thinking questions.  They will have answered each question in 3-5 sentences.  These questions will be used for your final group discussion.  One of your questions can be from any section of the book. One question should be about the last 20 pages of the novel.  One question should be a reflective question addressing the novel as a whole.

FINAL AP Q3 Essay! 

Since this is an AP Lit class, after the final Socratic seminar, I share a couple appropriate Q3 essay prompts I have found for each book. Students brainstorm together how they would approach the question.  Then each writes about one of the questions as a full essay.

A Twist on AP Rhetorical Analysis Prep

I have my AP Lang students write a formal, more-extensive rhetorical analysis essay. Actually, they are kind of fun to read. The key, I believe, is to choose a variety of  interesting pieces which they can analyze.  We read the articles first and discuss as a class. We have already learned lots of terms for rhetorical strategies, and then they choose one and write a three-page essay dissecting the author's technique and commenting on their success. I feel that these really help with their practice Q2 essays. The unit takes 2-3 weeks. (In that time we do a practice Q3). Below are the essays we used this year. I have included the URL for each at the bottom.  If you would like an assignment sheet, just let me know.

1. "The Rabbit-hole Rabbit Hole" by Katherine Schulz (New Yorker, 2015) 

    About going down internet rabbit holes

2. "Letter from Birmingham Jail" by MLK, jr.

    About racism--famous, historical, classic, amazing, sad

3. "Good Girls Go Bad, for a Day" by Stephanie Rosenbloom (New York Times, 2006)

    About racy Halloween costumes

4. "The Knife" by Richard Selzer, Esquire, 1974)

    About a surgeon's love and fear of his scalpel and what it has to do to people's bodies

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Most have chosen the rabbit hole one or the costume one.  A couple  wrote about Selzer's "The Knife" which is disturbing and metaphorical and reflective and even at points kind of sexual. Although kids had a great discussion over the King essay, no one took it on. (If I had offered "I Have a Dream" half the essays would be on that because it practically writes itself.) 

Their essays are (no kidding) kind of a pleasure to read. I had all of them last year in AP Lit where they did a crap ton of writing.  Several got 5's on that exam--they're a smart group.  That's not a humble brag. It's just a brag, but I think any teacher with those kids could have gotten the same results.

For the "formal" rhetorical analysis, they have to write a 3-4 page essay. They have to go after the author's strategies providing text evidence and plenty of commentary on the effectiveness of their examples. But I also have them give a personal response in the last paragraph. I appreciate a rather energized, almost voice-driven analysis. (I'm reading THEY SAY, I SAY with a couple of other teachers for TQ money, so I feel less guilty encouraging that.) 

While we are doing our extensive analysis, we work in some AP Lang Q2 (rhetorical analysis) practice essays. Those are mostly speeches and  the products definitely are not as fun to read as these essays that get them fired up. For example, they often respond with charged emotion to Rosenbloom's  subtly disparaging comments about young women expressing their sexuality through costumes in "Good Girls Go Bad" : Goldilocks looks like she's been sleeping in everyone's bed and Carlos Mencia says it should be called ,"Dress Like a Whore Day." They also consider if it holds up having been written in 2006. Some think it's funny (and it is an observational piece likely meant to entertain), and her writing is punchy, but most pan it.

I also have an assignment sheet which I can email to anyone who would like a copy! Anyway, I just encourage you to find interesting current essays that are just a bit less famous for those rhetorical analysis essays. Like I said, they're fun(ner) to read! 

You can find the articles at these sites!!

A. "Good Girls Go Bad, for a Day" I already described Rosenbloom's piece

https://www.telegram.com/story/news/local/north/2006/10/27/good-girls-go-bad/53031288007/

B. "The Knife" --Selzer is amazing!  Why can a surgeon write so well!!!! (kidding) This essay is 50 years old and still reads super fresh! If you have never read it, I encourage you to!

https://kentcomp0100.wordpress.com/wp-content/uploads/2013/08/selzer-the-knife.pdf

C. "The Rabbit-hole Rabbit Hole" Schulz's essay is also an example of going down rabbit hole in its style as well! It also holds up very well though the interwebs have moved on in the last decade. (This one is the hardest to access--Boo, New Yorker!

https://www.newyorker.com/culture/cultural-comment/the-rabbit-hole-rabbit-hole

D. "Letter from Birmingham Jail" everyone should read. This look at racism unfortunately holds up way too well.

https://fee.org/articles/letter-from-a-birmingham-jail/?gad_source=1&gad_campaignid=21607921915&gbraid=0AAAAADkIVme_aeRqYqHodo0dci_46BWCB&gclid=EAIaIQobChMI-sOmoYnSkQMVvDgIBR1GFzJ6EAAYASAAEgJqKfD_BwE