1. seating chart
2. www.bownaplang.weebly.com
QUARTER 1 AREAS OF FOCUS:
Trouble with your ap classroom login?
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5. Handout AP LANG INTRODUCTION PACKET: Big Ideas (I call them the 4 PILLARS OF AP LANG: RHS, CLE, REO & STL), Course Framework of Unit Skills, AP Essay Rubrics, 55 LANGUAGE terms, Figurative Language, SOAPSToneS tool. BRING THIS PACKET EVERY CLASS!
ABOUT THE TERMS: we will be looking at some additional websites with literary/rhetorical terms, so terms will repeat, overlap, and hopefully infiltrate your brain so you have a solid working vocabulary of rhetorical and literary terms at your disposal.
NOTE: the AP exam is NOT a VOCABULARY exam; however, having a knowledge of terms and how they work in a text is SUPA handy in this class, other classes, college, life, and the afterlife. So time spent on augmenting your vocabulary is never a waste.
ABOUT THE TERMS: we will be looking at some additional websites with literary/rhetorical terms, so terms will repeat, overlap, and hopefully infiltrate your brain so you have a solid working vocabulary of rhetorical and literary terms at your disposal.
NOTE: the AP exam is NOT a VOCABULARY exam; however, having a knowledge of terms and how they work in a text is SUPA handy in this class, other classes, college, life, and the afterlife. So time spent on augmenting your vocabulary is never a waste.
6. BRING TO CLASS: NOTEBOOK with lined paper, pockets for handouts, and sections for starters and class notes/assignments/essays.
ALSO BRING: hi-liters or colored pencils and blue or black pens. Pencils optional.
7. QUARTER 1 AREAS OF FOCUS
8. IMPORTANT! KEEP ALL YOUR WORK until the END OF THE YEAR. Don't delete anything-save in your GOOGLE DRIVE including pics of any handwritten work.
PITY ME...
I have roughly 200 students turning in at least 1 assignment per week, so, I need you to diligently and consistently save copies of your work because inevitably, papers sometimes get "lost," "abducted, "eaten," "stolen," "recycled," "thrown out," "shredded" and/or "deleted," so you must be the guardian of your homework.
FYI: in-class notes are primarily to enhance understanding, to reference for assignments and to study for quizzes/exams. On occasion, some notes will be turned in: I will let you know ahead of time when class notes will be submitted for points.
9. STARTERS-MOST DAYS we will have a starter at the tardy bell-keep them all together in one place in your notebook.
10. RESOURCES: SEE BUTTONS BELOW
BOTH UNC@CHAPELHILL AND OWL are A WRITING RESOURCE FOR GRAMMAR, WRITING, RESEARCH, AND FORMATTING (WE WILL USE MLA (Modern Language Association) FORMATTING ON ALL TYPED PAPERS).
THE ACT BUTTON WILL TAKE YOU TO THEIR WEBSITE WHERE YOU CAN FIND FREE PRACTICE TESTS in ALL SUBJECTS, TIPS, AND INFORMATION; DITTO FOR THE THOUGHT CO. BUTTON.
ALSO BRING: hi-liters or colored pencils and blue or black pens. Pencils optional.
7. QUARTER 1 AREAS OF FOCUS
8. IMPORTANT! KEEP ALL YOUR WORK until the END OF THE YEAR. Don't delete anything-save in your GOOGLE DRIVE including pics of any handwritten work.
PITY ME...
I have roughly 200 students turning in at least 1 assignment per week, so, I need you to diligently and consistently save copies of your work because inevitably, papers sometimes get "lost," "abducted, "eaten," "stolen," "recycled," "thrown out," "shredded" and/or "deleted," so you must be the guardian of your homework.
FYI: in-class notes are primarily to enhance understanding, to reference for assignments and to study for quizzes/exams. On occasion, some notes will be turned in: I will let you know ahead of time when class notes will be submitted for points.
9. STARTERS-MOST DAYS we will have a starter at the tardy bell-keep them all together in one place in your notebook.
10. RESOURCES: SEE BUTTONS BELOW
BOTH UNC@CHAPELHILL AND OWL are A WRITING RESOURCE FOR GRAMMAR, WRITING, RESEARCH, AND FORMATTING (WE WILL USE MLA (Modern Language Association) FORMATTING ON ALL TYPED PAPERS).
THE ACT BUTTON WILL TAKE YOU TO THEIR WEBSITE WHERE YOU CAN FIND FREE PRACTICE TESTS in ALL SUBJECTS, TIPS, AND INFORMATION; DITTO FOR THE THOUGHT CO. BUTTON.
11. ESSAY GRADING PROTOCOLS: Use of peer grading via sharing google docs and self grading using AP rubrics.
I will grade "best of show," and "selected paragraphs" for the most part, along with selected full-length essays after they have been through self and/or peer editing.
VIDEO BELOW: HOW TO GIVE GOOD PEER FEEDBACK!
I will grade "best of show," and "selected paragraphs" for the most part, along with selected full-length essays after they have been through self and/or peer editing.
VIDEO BELOW: HOW TO GIVE GOOD PEER FEEDBACK!
Giving Good Feedback: it's all in the DETAILS
B. THE ART OF PERSUASION...RHETORIC!!!
1. Aristotle (Greek, 382 BC-322 BC): Rhetoric is "the faculty of discovering in any particular case all of the available means of persuasion." (So, if at first you don't persuade, try, try again.)
2. Cicero (Roman, 106 BC-43 BC) : "Rhetoric is one great art comprised of five lesser arts: inventio ("invent" a good idea), dispositio (organize and structure your good idea), elocutio (style & word choices), memoria (research and know your idea), and pronunciatio (deliver your idea persuasively)." (These are also known as the 5 canons of rhetoric)
3. Plato (Greek, 428/427 or 424/423 – 348/347 BC): [Rhetoric] is the "art of enchanting the soul." (How poetic!)
4. Wikipedia: Rhetoric aims to study the capacities of writers or speakers needed to inform, persuade, or motivate particular audiences in specific situations. (This definition matches well with what AP Lang calls the Rhetorical Situation)
5. Joseph Joubert (French, 1754-1824): The aim of an argument or discussion [rhetoric] should not be victory, but progress. (Do you agree?)
6. John Locke (British, 1632-1704: "[Rhetoric,] that powerful instrument of error and deceit." (Why so negative, John?)
7. Random 72-year-old man named J. Holloman on the Quora site: "Rhetoric is speech or writing aimed at presenting an argument to persuade those who hear the speech or read the writing." (Nailed it!)
1. Aristotle (Greek, 382 BC-322 BC): Rhetoric is "the faculty of discovering in any particular case all of the available means of persuasion." (So, if at first you don't persuade, try, try again.)
2. Cicero (Roman, 106 BC-43 BC) : "Rhetoric is one great art comprised of five lesser arts: inventio ("invent" a good idea), dispositio (organize and structure your good idea), elocutio (style & word choices), memoria (research and know your idea), and pronunciatio (deliver your idea persuasively)." (These are also known as the 5 canons of rhetoric)
3. Plato (Greek, 428/427 or 424/423 – 348/347 BC): [Rhetoric] is the "art of enchanting the soul." (How poetic!)
4. Wikipedia: Rhetoric aims to study the capacities of writers or speakers needed to inform, persuade, or motivate particular audiences in specific situations. (This definition matches well with what AP Lang calls the Rhetorical Situation)
5. Joseph Joubert (French, 1754-1824): The aim of an argument or discussion [rhetoric] should not be victory, but progress. (Do you agree?)
6. John Locke (British, 1632-1704: "[Rhetoric,] that powerful instrument of error and deceit." (Why so negative, John?)
7. Random 72-year-old man named J. Holloman on the Quora site: "Rhetoric is speech or writing aimed at presenting an argument to persuade those who hear the speech or read the writing." (Nailed it!)
C. RHETORICAL APPEALS & THE RHETORICAL SITUATION
What will PERSUADE the audience?
1. VIDEO: THREE RHETORICAL APPEALS in ADVERTISING: USED TO PERSUADE THE INTENDED AUDIENCE/DEMOGRAPHIC AND ACHIEVE THEIR PURPOSE (BUY OUR PRODUCT!)
2. COPY THE ARISTOTELIAN TRIANGLE of rhetorical appeals INTO YOUR NOTES, AND REFER TO IT FOR THE REST OF YOUR LIFE AS NEEDED :)
PRONUNCIATION NOTE: PATHOS (PAY-THAUS); ETHOS (EE-THAUS); LOGOS (LOW-GOES).
2. COPY THE ARISTOTELIAN TRIANGLE of rhetorical appeals INTO YOUR NOTES, AND REFER TO IT FOR THE REST OF YOUR LIFE AS NEEDED :)
PRONUNCIATION NOTE: PATHOS (PAY-THAUS); ETHOS (EE-THAUS); LOGOS (LOW-GOES).
3. The RHETORICAL SITUATION
We will use the SOAPSTONES acronym (there are other clever acronyms out there, but I prefer the SOAPSTONES.
Let's check it out --in your handbook.
4. TAKE NOTES on the RHETORICAL SITUATION POWERPOINT. FYI: you will have to analyze a written text for its rhetorical situation on Essay #2 on the AP exam. It's FUN!
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![Picture](/uploads/3/8/6/2/3862975/8005147_orig.jpg)
5. CARTOON ABOVE: What does this cartoon say about ETHOS?
D. ARISTOTLE ROCKS
Aristotle (b. 385 BC, d. 323 BC-founder of the Lyceum, a temple dedicated to Apollo Lyceus) was a Greek Philosopher, a student of Plato (b. @425 BC, d. @ 348 BC-founder of the Academy, the first institution of higher learning in the Western world).
Aristotle was responsible for major contributions to metaphysics (branch of philosophy that deals with the first principles of things, including abstract concepts such as being, knowing, substance, cause, identity, time, and space), ethics (the branch of knowledge that deals with moral principles), aesthetics(the branch of philosophy that deals with the principles of beauty and artistic taste) and politics. He believed that the function of a human was to engage in an activity of the soul in accordance with virtue. Aristotle thought that there were two overriding virtues, intellectual and moral. The intellectual virtues he claimed were acquired by inheritance (nature) and education (nurture) and the moral virtues were acquired through the imitation of practice (modeling, mimicry) and habit (repetition). The highest virtue, according to Aristotle was intellectual contemplation. This guy's no dummy! |
ARISTOTLE & PLATO
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Aristotle's philosophy also espoused an additional 12 virtues: (copy and circle your top 3 faves)
1) Courage – bravery and valor
2) Temperance – self-control and restraint; moderation
3) Liberality – big-heartness, charity and generosity
4) Magnificence – radiance, joie de vivre
5) Pride – self-satisfaction, doing one's best work
6) Honor – respect, reverence, admiration
7) Good Temper – equanimity, level-headedness
8) Friendliness – conviviality and sociability
9) Truthfulness – straightforwardness, frankness and candor
10) Wit – sense of humor – cleverness, meaninglessness and absurdity as humor
11) Friendship – camaraderie and companionship and community
12) Justice – impartiality, even-handedness and fairness
Answer the following question: WHICH OF THE 12 VIRTUES ABOVE RELATE PRIMARILY TO PATHOS? TO ETHOS? TO LOGOS? DO ANY OF THE VIRTUES RELATE TO MORE THAN ONE RHETORICAL APPEAL?
1) Courage – bravery and valor
2) Temperance – self-control and restraint; moderation
3) Liberality – big-heartness, charity and generosity
4) Magnificence – radiance, joie de vivre
5) Pride – self-satisfaction, doing one's best work
6) Honor – respect, reverence, admiration
7) Good Temper – equanimity, level-headedness
8) Friendliness – conviviality and sociability
9) Truthfulness – straightforwardness, frankness and candor
10) Wit – sense of humor – cleverness, meaninglessness and absurdity as humor
11) Friendship – camaraderie and companionship and community
12) Justice – impartiality, even-handedness and fairness
Answer the following question: WHICH OF THE 12 VIRTUES ABOVE RELATE PRIMARILY TO PATHOS? TO ETHOS? TO LOGOS? DO ANY OF THE VIRTUES RELATE TO MORE THAN ONE RHETORICAL APPEAL?
VISUAL RHETORIC PRACTICE :)
Study EITHER the Obama caricature OR the Trump/Hitler meme above carefully--both the textual AND visual elements.
NOW, JUST TO MESS WITH YOU...
https://www.washingtonexaminer.com/weekly-standard/fact-check-did-donald-trump-say-undocumented-immigrants-are-not-people-they-are-animals
- What "argument" or "claim" is the speaker (creator of the "text") making with this visual rhetoric?
- What is the speaker's purpose? (To_________)
- In your opinion, is the argument effective? Why, why not?
- To whom would this image appeal (audience)? Why?
NOW, JUST TO MESS WITH YOU...
https://www.washingtonexaminer.com/weekly-standard/fact-check-did-donald-trump-say-undocumented-immigrants-are-not-people-they-are-animals
FOR ALL YOU AESTHETES OUT THERE...
E. INTRO to CURRENT EVENTS
HANDOUT: rhetorical precis--you will need this template to complete one of the assignments in the Current Events google slide show.
OPEN YOUR DEVICE AND GO TO OUR CLASS WEBSITE, Q2 TAB, SCROLL DOWN TO THIS SPOT :)
GOOGLE SLIDE SHOW
FYI: TYPE ALL THE CURRENT EVENTS SLIDE SHOW ASSIGNMENTS ON ONE GOOGLE DOC TO SUBMIT.
ONE OF THE ASSIGNMENTS REQUIRES YOU TO TRY OUT A NEWS AGGREGATOR FOR AT LEAST ONE WEEK, SO...
THE ENTIRE CURRENT EVENT ASSIGNMENT IS NOT DUE UNTIL MIDNIGHT SEPTEMBER 6.
NOTE: On the AP exam, your first essay will be a synthesis on a complex and current social issue, hence one reason to keep up with the headlines :)
HANDOUT: rhetorical precis--you will need this template to complete one of the assignments in the Current Events google slide show.
OPEN YOUR DEVICE AND GO TO OUR CLASS WEBSITE, Q2 TAB, SCROLL DOWN TO THIS SPOT :)
GOOGLE SLIDE SHOW
FYI: TYPE ALL THE CURRENT EVENTS SLIDE SHOW ASSIGNMENTS ON ONE GOOGLE DOC TO SUBMIT.
ONE OF THE ASSIGNMENTS REQUIRES YOU TO TRY OUT A NEWS AGGREGATOR FOR AT LEAST ONE WEEK, SO...
THE ENTIRE CURRENT EVENT ASSIGNMENT IS NOT DUE UNTIL MIDNIGHT SEPTEMBER 6.
NOTE: On the AP exam, your first essay will be a synthesis on a complex and current social issue, hence one reason to keep up with the headlines :)
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HOMEWORK
(FYI-CANVAS assignments are always due by midnight on Sundays unless otherwise noted)
1. Disclosure submit pic of page 2 to CANVAS by midnight Sunday AUG 30.
2. Sign up for AP Classroom AP Lang with the code.
3. Add the FREE Chrome extension GRAMMARLY to your Chrome browser if possible (there's a free version)
It checks not only for spelling and grammar, but also clarity, conciseness, formality, punctuation, and vocabulary.
4. Complete the Current Event Google Slideshow assignment AND SUBMIT to CANVAS by midnight September 6.
5. Visit this WEBSITE. Choose an article from "Latest Articles" or "Topics" and read it.
IN YOUR STARTERS section of your notebook, jot down 3 "takeaways" to share out in class. Include name of the article and writer with your takeaways.
(FYI-CANVAS assignments are always due by midnight on Sundays unless otherwise noted)
1. Disclosure submit pic of page 2 to CANVAS by midnight Sunday AUG 30.
2. Sign up for AP Classroom AP Lang with the code.
3. Add the FREE Chrome extension GRAMMARLY to your Chrome browser if possible (there's a free version)
It checks not only for spelling and grammar, but also clarity, conciseness, formality, punctuation, and vocabulary.
4. Complete the Current Event Google Slideshow assignment AND SUBMIT to CANVAS by midnight September 6.
5. Visit this WEBSITE. Choose an article from "Latest Articles" or "Topics" and read it.
IN YOUR STARTERS section of your notebook, jot down 3 "takeaways" to share out in class. Include name of the article and writer with your takeaways.
WEEK OF AUGUST 31-SEPT 4
STARTER:
STARTER:
- CHORAL READING OF EMERSON QUOTE/Small group share out of 3 takeaways from Effectiviology Website; then we will watch today's CNN10:for your starter, as you are watching the newscast, jot down ONE of the stories as follows: TOPIC, RELEVANCE (why this story matters now), SIGNIFICANCE (why this story matters to many), AND COMPLEXITY (what are the "pros/cons" or different "angles/perspectives" surrounding this story's topic?
- STARTER: Quick review of 3 rhetorical appeals and the SOAPSTONES analysis tool. Then...
- Look at the Fallacy Man Cartoon below, then write down the two logical fallacies depicted THEN look at the cartoon below with the logical fallacies and jot down ONE that you personally have used in an argument OR someone has used against you OR you've seen this fallacy in a newscast.
FALLACY MAN bravely saving the world from flawed logic!
A. BENEFITS OF READING
STARTER VIDEO: 10 Benefits of Reading
Take short notes on the 10 benefits. Then put a star by your top 3 benefits and pair/share.
B. WHAT is the DIFFERENCE BETWEEN RHETORICAL TERMS, DEVICES, STRATEGIES, MODES, AND CHOICES?
OH, AND, WHAT IS THE DIFFERENCE BETWEEN RHETORICAL TERMS AND LITERARY TERMS?
STARTER VIDEO: 10 Benefits of Reading
Take short notes on the 10 benefits. Then put a star by your top 3 benefits and pair/share.
B. WHAT is the DIFFERENCE BETWEEN RHETORICAL TERMS, DEVICES, STRATEGIES, MODES, AND CHOICES?
OH, AND, WHAT IS THE DIFFERENCE BETWEEN RHETORICAL TERMS AND LITERARY TERMS?
RHETORICAL TERMS aka DEVICES
take notes in your notebook to help you remember the info...
1. Rhetorical terms aka rhetorical devices are the writer's ingredients to give flavor and zest to a speech or writing, to emphasize OR clarify OR enhance the arguments/claims, and make the writing memorable and compellingly persuasive.
assignment linked below - go over the devices and the two homework assignments due CANVAS midnite 9/24
assignment linked below - go over the devices and the two homework assignments due CANVAS midnite 9/24
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IF YOU GOOGLE "rhetorical devices," you will find TONS of lists on multiple websites.
You would see the terms range from superfamiliar (like a metaphor) to obscure (e.g. diacope (repetition of a phrase or word, broken up by other intervening words), chiasmus (words, grammatical constructions, or concepts are repeated in reverse order), anaphora (the repetition of a word or phrase at the beginning of successive clauses), anadiplosis (repetition of a prominent and usually last word in one phrase at the beginning of the next) to name just a few!)
Cue video...How to talk your way into the White House | Mark Forsyth | TEDxPenn (12 minutes)
Here's a link to devices common in AP English classes that you can reference as needed for your homework (and school in general).
You would see the terms range from superfamiliar (like a metaphor) to obscure (e.g. diacope (repetition of a phrase or word, broken up by other intervening words), chiasmus (words, grammatical constructions, or concepts are repeated in reverse order), anaphora (the repetition of a word or phrase at the beginning of successive clauses), anadiplosis (repetition of a prominent and usually last word in one phrase at the beginning of the next) to name just a few!)
Cue video...How to talk your way into the White House | Mark Forsyth | TEDxPenn (12 minutes)
Here's a link to devices common in AP English classes that you can reference as needed for your homework (and school in general).
RHETORICAL STRATEGIES
2. Rhetorical strategies are methods speakers or writers apply in order to persuade their target audience. Where a rhetorical term would apply to a single usage, a rhetorical strategy applies to a complete work.
Rhetorical strategies are also called rhetorical modes. These strategies or modes provide writers with a way to structure and organize their own writing and/or analyze the writing of others
Rhetorical strategies are like a game plan, whereas rhetorical devices are like the equipment used in the game.
GOOD WRITERS CHOOSE BOTH STRATEGIES/MODES AND DEVICES/TERMS TO SUCCESSFULLY CONVEY THEIR MESSAGE TO THEIR AUDIENCE AND ACHIEVE THEIR PERSUASIVE PURPOSE.
EXAMPLES of RHETORICAL STRATEGIES include...
The use of description/careful/purposeful selection of details
The use of narration (stories/anecdotes)
The use of examples from past, present, and/or predictions about the future
The use of cause & effect
The use of process analysis (how something works)
The use of compare and contrast
The use of classification (organizing and labeling)
The use of division (separating out into parts or groups) and definitions and my favorite...
The use of critical approaches to see a text through a specific "filter" or point of view, such as social criticism, psychology, archetypes, religion, feminism, etc.
Take Jonathan Edward's famous sermon "Sinners in the hands of an Angry God." A rhetorical strategy he might use to achieve his purpose of motivating his congregation to eschew sin and follow God might be the use of CONTRAST between sinners burning in hell below and angels singing with God above! And when describing that awful hell, he might SELECT DETAILS that are especially harrowing to his audience so as to inspire contrition and obedience.
CONTRAST and SELECTION OF DETAILS ARE CONSIDERED RHETORICAL STRATEGIES.
Here is a link to commonly used rhetorical strategies you will need for your homework in this class, in other classes, in college, in careers and in life!
Let's take a look...jot down the different rhetorical strategies in your notebook with a simple explanation or example of each one.
Rhetorical strategies are also called rhetorical modes. These strategies or modes provide writers with a way to structure and organize their own writing and/or analyze the writing of others
Rhetorical strategies are like a game plan, whereas rhetorical devices are like the equipment used in the game.
GOOD WRITERS CHOOSE BOTH STRATEGIES/MODES AND DEVICES/TERMS TO SUCCESSFULLY CONVEY THEIR MESSAGE TO THEIR AUDIENCE AND ACHIEVE THEIR PERSUASIVE PURPOSE.
EXAMPLES of RHETORICAL STRATEGIES include...
The use of description/careful/purposeful selection of details
The use of narration (stories/anecdotes)
The use of examples from past, present, and/or predictions about the future
The use of cause & effect
The use of process analysis (how something works)
The use of compare and contrast
The use of classification (organizing and labeling)
The use of division (separating out into parts or groups) and definitions and my favorite...
The use of critical approaches to see a text through a specific "filter" or point of view, such as social criticism, psychology, archetypes, religion, feminism, etc.
Take Jonathan Edward's famous sermon "Sinners in the hands of an Angry God." A rhetorical strategy he might use to achieve his purpose of motivating his congregation to eschew sin and follow God might be the use of CONTRAST between sinners burning in hell below and angels singing with God above! And when describing that awful hell, he might SELECT DETAILS that are especially harrowing to his audience so as to inspire contrition and obedience.
CONTRAST and SELECTION OF DETAILS ARE CONSIDERED RHETORICAL STRATEGIES.
Here is a link to commonly used rhetorical strategies you will need for your homework in this class, in other classes, in college, in careers and in life!
Let's take a look...jot down the different rhetorical strategies in your notebook with a simple explanation or example of each one.
RHETORICAL CHOICES
3. A rhetorical choice is a conscientious selection by the writer of a particular rhetorical device or strategy/mode for optimum persuasive impact (e.g. a writer might choose to give historical examples (STRATEGY) of civil rights' abuse to enhance an argument (Martin Luther King, Jr speeches and sermons) OR use anaphora (repetition of initial word(s) in successive phrases and clauses) and similes (DEVICES) to create irony (Brutus's funeral oration in Julius Caesar) OR contrast (STRATEGY) the experience of watching a river before and after the writer learned all the technical aspects of how rivers work (Mark Twain "Two Ways of Viewing a River").
THANKFULLY, you can think of rhetorical terms/ devices, strategies/modes and choices as BASICALLY INTERCHANGEABLE because the goal of rhetoric is not to nitpick over vocabulary definitions, but to USE ALL THE AVAILABLE MEANS OF PERSUASION TO REACH A GIVEN AUDIENCE. (Thank you, Aristotle!)
THANKFULLY, you can think of rhetorical terms/ devices, strategies/modes and choices as BASICALLY INTERCHANGEABLE because the goal of rhetoric is not to nitpick over vocabulary definitions, but to USE ALL THE AVAILABLE MEANS OF PERSUASION TO REACH A GIVEN AUDIENCE. (Thank you, Aristotle!)
LITERARY TERMS
4. All the rhetorical terms, devices, strategies and choices can also fill a LITERARY function if they are used in the service of LITERATURE (Fiction) to convey an experience and tell a memorable story!
For example: take the term ANAPHORA
Anaphora is a figure of speech (or TROPE) in which word(s) repeat at the beginning of successive clauses, phrases, or sentences. Several powerful and famous examples of anaphora used in a rhetorical text occur in Martin Luther King's famous "I Have a Dream" speech where he conveys his hope and passion for true justice and equality. Here is one: "So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania..." Kin'g's use of anaphora creates a rhythm and a sound image, a beat, like a liberty bell, that compels with every peal good citizens to battle against injustice.
Anaphora also occurs in literature (fiction). In this excerpt from Chapter 20 of The Catcher in the Rye, author JD Salinger makes use of anaphora as his protagonist Holden Caulfield recalls a miserable visit to his deceased brother's grave: "It rained on his lousy tombstone, and it rained on the grass on his stomach. It rained all over the place."
Here, Salinger's use of anaphora conveys both the relentlessness of the rain and Holden's obsessive focus on the painful memory of his brother's death.
For example: take the term ANAPHORA
Anaphora is a figure of speech (or TROPE) in which word(s) repeat at the beginning of successive clauses, phrases, or sentences. Several powerful and famous examples of anaphora used in a rhetorical text occur in Martin Luther King's famous "I Have a Dream" speech where he conveys his hope and passion for true justice and equality. Here is one: "So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania..." Kin'g's use of anaphora creates a rhythm and a sound image, a beat, like a liberty bell, that compels with every peal good citizens to battle against injustice.
Anaphora also occurs in literature (fiction). In this excerpt from Chapter 20 of The Catcher in the Rye, author JD Salinger makes use of anaphora as his protagonist Holden Caulfield recalls a miserable visit to his deceased brother's grave: "It rained on his lousy tombstone, and it rained on the grass on his stomach. It rained all over the place."
Here, Salinger's use of anaphora conveys both the relentlessness of the rain and Holden's obsessive focus on the painful memory of his brother's death.
C. LANGUAGE TERMS EXTRAVAGANZA**
Let's check out TWO MORE resource websites to go along with your 55 terms in the AP intro packet should you ever need additional examples and explanations:
UEN WEBSITE for rhetorical and literary terms.
REEDSYBLOG 45+ LANGUAGE TERMS
Let's check out TWO MORE resource websites to go along with your 55 terms in the AP intro packet should you ever need additional examples and explanations:
UEN WEBSITE for rhetorical and literary terms.
REEDSYBLOG 45+ LANGUAGE TERMS
D. Logical (reasonable) Fallacies (falsehood) or "Flawed Logic"
*DEFINITION: LOGICAL FALLACY-a mistaken belief or idea or opinion based on flawed logic. Here's the thing...they are used ALL THE TIME, sometimes purposefully and sometimes unconsciously...and many people buy into them as valid arguments.
1. There are bucket loads of Logical Fallacies out there, but we are going to look at 15 fairly common ones used in casual to formal speaking and writing. You might be guilty of a few yourself!Also, see the poster in the back :)
2. Let's look at this WEBSITE: 15 Logical Fallacies You Should Know
3. In your class notes, put the headline "LOGICAL FALLACIES" then for each of the 15, write down its NAME, a brief DEFINITION, and 1-2 EXAMPLES. Keep all of them in one spot in your notebook so you can find and study them easily.
Quiz on the 15 Log Falls WILL BE OCT 19, SO finish writing them up in your notebook and study them before then :)
HOMEWORK (HW):
1. Complete the two assignments (part A and part B) on the rhetorical devices_strategies document linked on CANVAS and also linked under B1 by 9/24-type both assignments on one doc called Rhetorical Devices & Strategies
2. Here is a link to the article "Consider the Lobster" by David Foster Wallace you will need for your homework on rhetorical strategies.
*DEFINITION: LOGICAL FALLACY-a mistaken belief or idea or opinion based on flawed logic. Here's the thing...they are used ALL THE TIME, sometimes purposefully and sometimes unconsciously...and many people buy into them as valid arguments.
1. There are bucket loads of Logical Fallacies out there, but we are going to look at 15 fairly common ones used in casual to formal speaking and writing. You might be guilty of a few yourself!Also, see the poster in the back :)
2. Let's look at this WEBSITE: 15 Logical Fallacies You Should Know
3. In your class notes, put the headline "LOGICAL FALLACIES" then for each of the 15, write down its NAME, a brief DEFINITION, and 1-2 EXAMPLES. Keep all of them in one spot in your notebook so you can find and study them easily.
Quiz on the 15 Log Falls WILL BE OCT 19, SO finish writing them up in your notebook and study them before then :)
HOMEWORK (HW):
1. Complete the two assignments (part A and part B) on the rhetorical devices_strategies document linked on CANVAS and also linked under B1 by 9/24-type both assignments on one doc called Rhetorical Devices & Strategies
2. Here is a link to the article "Consider the Lobster" by David Foster Wallace you will need for your homework on rhetorical strategies.
WEEK OF SEPTEMBER 7-11
CNN10: DIVIDE CLASS INTO THIRDS, ASSIGN 3 STORIES: TOPIC, RELEVANCE (DOES IT MATTER NOW?, SIGNIFICANCE (DOES IT MATTER TO MANY?), AND COMPLEXITY (PROS/CONS/COMPLICATIONS); Share out.
STARTER: SPOCK LOGICAL FALLACY REVIEW VIDEOS
SEPTEMBER 7 LABOR DAY-NO SCHOOL
CNN10: DIVIDE CLASS INTO THIRDS, ASSIGN 3 STORIES: TOPIC, RELEVANCE (DOES IT MATTER NOW?, SIGNIFICANCE (DOES IT MATTER TO MANY?), AND COMPLEXITY (PROS/CONS/COMPLICATIONS); Share out.
STARTER: SPOCK LOGICAL FALLACY REVIEW VIDEOS
SEPTEMBER 7 LABOR DAY-NO SCHOOL
Spock (Who better?!) teaches Logical Fallacies
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TIME TO GET SPOOKY...
LINK TO TEXT WITH ALL THE STAGE DIRECTIONS AND NARRATION: THE CRUCIBLE
B. INTRODUCTION: THE CRUCIBLE (1953)
BY AMERICAN PLAYWRIGHT ARTHUR MILLER
1. Set up class notes w/lots of space to write in 3 SECTIONS:
a. CRUCIBLE AS AMERICAN LITERATURE (modern drama)
b. CRUCIBLE AS RHETORIC (devices/terms, strategies/modes, choices, arguments, claims, audience, purpose, and persuasiveness)
c. CRUCIBLE LOGICAL FALLACIES
2. THE CRUCIBLE AS A PIECE OF LITERATURE:
PLOT/DRAMATIC STRUCTURE
CHARACTERS (Direct characterization from Miller and Indirect characterization from characters' words and actions)
THEMES (What does the play reveal about human life--our behaviors, thoughts, impulses, fears, aspirations, and motivators?)
DICTION-Word choices, colloquialisms, words/phrases that have emotive power
MOOD/ATMOSPHERE created by all the play's elements combined
SYMBOL (objects that have layered meanings beyond their literal existence)
SETTING (Time and Place...historical, social, political, religious context)
3. THE CRUCIBLE AS A PIECE OF RHETORIC:
WHAT CLAIMS AND SUPPORTING EVIDENCE (CLE) DOES MILLER PRESENT by way of HIS PLAY AND THE CHARACTERS IN IT ABOUT the FOLLOWING TOPICS?
HUMAN NATURE?
SOCIETY/COMMUNITY?
NATURE OF RELIGION?
RELATIONSHIPS?
AUTHORITY & MANIPULATION?
POWER OF FEAR AND DOUBT?
LET'S PAY SPECIAL ATTENTION TO THE INFAMOUS ABIGAIL WILLIAMS & HER UNDERSTANDING OF THE THE RHETORICAL SITUATION (RHS) with these questions:
ZEITGEIST refers to the defining spirit or mood of a particular period or time of history as shown by the ideas/beliefs and events of the time.
For example, this past spring and summer, the Corona Virus and the BLM protests have impacted the zeitgeist in American society.
How would you describe the zeitgeist of the spring and summer of 2020 in America?
4. Finally LOGICAL FALLACIES in the play-MINIMUM OF 5 EXAMPLES
In your notes, identify and copy the fallacy along with who said it.
BY AMERICAN PLAYWRIGHT ARTHUR MILLER
1. Set up class notes w/lots of space to write in 3 SECTIONS:
a. CRUCIBLE AS AMERICAN LITERATURE (modern drama)
b. CRUCIBLE AS RHETORIC (devices/terms, strategies/modes, choices, arguments, claims, audience, purpose, and persuasiveness)
c. CRUCIBLE LOGICAL FALLACIES
2. THE CRUCIBLE AS A PIECE OF LITERATURE:
PLOT/DRAMATIC STRUCTURE
CHARACTERS (Direct characterization from Miller and Indirect characterization from characters' words and actions)
THEMES (What does the play reveal about human life--our behaviors, thoughts, impulses, fears, aspirations, and motivators?)
DICTION-Word choices, colloquialisms, words/phrases that have emotive power
MOOD/ATMOSPHERE created by all the play's elements combined
SYMBOL (objects that have layered meanings beyond their literal existence)
SETTING (Time and Place...historical, social, political, religious context)
3. THE CRUCIBLE AS A PIECE OF RHETORIC:
WHAT CLAIMS AND SUPPORTING EVIDENCE (CLE) DOES MILLER PRESENT by way of HIS PLAY AND THE CHARACTERS IN IT ABOUT the FOLLOWING TOPICS?
HUMAN NATURE?
SOCIETY/COMMUNITY?
NATURE OF RELIGION?
RELATIONSHIPS?
AUTHORITY & MANIPULATION?
POWER OF FEAR AND DOUBT?
LET'S PAY SPECIAL ATTENTION TO THE INFAMOUS ABIGAIL WILLIAMS & HER UNDERSTANDING OF THE THE RHETORICAL SITUATION (RHS) with these questions:
- WHAT DO WE KNOW ABOUT HER BY HER WORDS AND ACTIONS? (Think of it like an FBI profiling)
- HOW DOES THE CONTEXT/SETTING OF THE PLAY INFLUENCE ABIGAIL'S WORDS AND ACTIONS?
- HOW WELL DOES SHE KNOW HER AUDIENCE (The other girls, the townsfolk, the legal and religious authority figures)?
- WHAT IS HER OVERRIDING PURPOSE BEHIND HER WORDS AND ACTIONS? (What motivates her? What does she fear? What is her end game?)
- VOCAB SPOTLIGHT: Zeitgeist [ZAIT-gaist]
ZEITGEIST refers to the defining spirit or mood of a particular period or time of history as shown by the ideas/beliefs and events of the time.
For example, this past spring and summer, the Corona Virus and the BLM protests have impacted the zeitgeist in American society.
How would you describe the zeitgeist of the spring and summer of 2020 in America?
4. Finally LOGICAL FALLACIES in the play-MINIMUM OF 5 EXAMPLES
In your notes, identify and copy the fallacy along with who said it.
Cheeky humor-when some people buy up everything in the stores...
5. VIDEO: what is McCarthyism and how did it happen?
6. Historical context and literary context (page 881 from Mirrors&Windows textbook
7. HOMEWORK HEADS UP THEN Begin PLAY (AUDIO) Act I (Richard Dreyfuss/Stacy Keach version)
- OPEN UP YOUR DEVICES TO CLASS WEBSITE,Q1 TAB, SCROLL TO LINK TO PLAY AND FOLLOW ALONG...IT MAY NOT FOLLOW THE AUDIO EXACTLY...JUST ROLL WITH IT :)
- REMEMBER: notes are in 3 threads: *literary elements
*logical fallacies
HOMEWORK
1. LISTEN /READ ALONG TO--HERE'S THE LINK: THE CRUCIBLE: FINISH ACT ONE AT HOME AND TRY TO ADD A FEW NOTES IN EACH OF THE THREE SECTIONS: CRUCIBLE AS LITERATURE, CRUCIBLE AS RHETORIC, AND LOGICAL FALLACIES.
HERE IS WHERE WE LEFT OFF IN CLASS ON THURSDAY:
PERIOD 5:CUE THE FIRST VIDEO BAR TO 21:37
PERIOD 7:
PERIOD 8
2. READ article linked HERE: Margaret Chase Smith.docx
3. Complete a thorough SOAPSTONES analysis of the speech FOLLOWING THESE GUIDELINES:
5. CONTINUE listing, defining and providing examples for those 15 common Logical Fallacies from the website in class notes. WEBSITE: 15 Logical Fallacies
Study, ponder, and pray.
HERE IS WHERE WE LEFT OFF IN CLASS ON THURSDAY:
PERIOD 5:CUE THE FIRST VIDEO BAR TO 21:37
PERIOD 7:
PERIOD 8
2. READ article linked HERE: Margaret Chase Smith.docx
3. Complete a thorough SOAPSTONES analysis of the speech FOLLOWING THESE GUIDELINES:
- 2 observations that relate to the RHS (RHETORICAL SITUATION aka SOAPS-pay special attention to who the audience is and how Smith appeals (pathos, logos, ethos) to shared values and beliefs)
- 2 observations that relate to the CLE (CLAIMS AND SUPPORTING EVIDENCE-what are her strongest claims and evidence?)
- 2 observations that relate to REO (REASONING (analysis/commentary/explanations) AND ORGANIZATION (how the speech is structured and organized for maximum rhetorical punch)
- 2 observations that relate to CHOICES (rhetorical terms/devices, strategies/modes CHOSEN by Smith) in the speech to make it compelling, persuasive, and interesting. to her intended audience.
- SUBMIT this SOAPSTONES analysis in CANVAS typed or handwritten (take a pic) By MIDNIGHT SEPT. 27
5. CONTINUE listing, defining and providing examples for those 15 common Logical Fallacies from the website in class notes. WEBSITE: 15 Logical Fallacies
Study, ponder, and pray.
Break for GRAMMAR Humor-yes, grammar can be FUNNY.
MELANGE OF ANNOUNCEMENTS
PUBLIC SPEAKING...doesn't have to scare the pants off you if you just imagine everyone in underpants.
OK, maybe not.
Watch the video below for some helpful public speaking tips.
Do NOT watch the video below if you are planning to live in a trailer in the remote wilderness and have nothing to do with humankind forever.
SIX GREAT SPEECHES
Sir Winston Churchill
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
prime_minister_winston_churchill_never_give_in_speech.docx | |
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Lou Gehrig
Farewell to Baseball Speech July 4, 1939, at Yankee Stadium after playing in 2,103 straight games.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
lou_gehrig_farewell_speech_text.docx | |
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George W. Bush 911 Speech
King George VI ascended to the throne of the British Empire in 1936
Actor: Colin Firth portrays him below in the 2010 film "The King's Speech"
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the_kings_speech.docx | |
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Queen Elizabeth I (ruled 1558-1603)
Some inspiring rhetoric for her troops
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
the_speech_of_queen_elizabeth_to_her_army.docx | |
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King Henry V-heroic rhetoric to his outnumbered troops on the eve of battle with France (ruled 1413-1422)
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band_of_brothers_speech_from_king_henry_v.docx | |
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WEBSITE WITH BAND OF BROTHERS "TRANSLATION"
vocab spotliteAllusion
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WEEK OF SEPTEMBER 14-18
STARTER 1 It's HAMMER Time!
Queue 1:52-2:11
Oops...I meant GRAMMAR Time!
A. COMMA SPLICE
BASIC GRAMMAR GEMS FOR IMPROVING YOUR WRITING & EDITING SKILLS AND BOOSTING ENGLISH ACT SCORES.
The insidious comma splice will be our first GRAMMAR worksheet linked under HOMEWORK. Print it out, complete it, upload to CANVAS by midnight Sunday 9/20
BASIC GRAMMAR GEMS FOR IMPROVING YOUR WRITING & EDITING SKILLS AND BOOSTING ENGLISH ACT SCORES.
The insidious comma splice will be our first GRAMMAR worksheet linked under HOMEWORK. Print it out, complete it, upload to CANVAS by midnight Sunday 9/20
B. BEGIN THE CRUCIBLE ACT TWO
- FINISH READING/LISTENING TO ACT II AND ALSO ACT III AT HOME BY MONDAY NIGHT 9/21.
- WE WILL RECAP IN CLASS, BUT YOU SHOULD HAVE A FEW NOTES JOTTED DOWN FOR THREE DIFFERENT SECTIONS OF NOTES: LITERARY ELEMENTS IN THE PLAY, HOW THE PLAY IS A RHETORICAL/ARGUMENT TEXT, AND EXAMPLES OF LOGICAL FALLACIES.
Argument OR Claim is an informed opinion backed up by evidence!
HOMEWORK (HW):
1. HOMEWORK TONIGHT: FINISH LISTENING TO CRUCIBLE ACT THREE
2. Organize and flesh out your three categories of notes if necessary on The Crucible
(Note: if we are remote learning, then you will type up notes and submit them on CANVAS and participate in an online CANVAS discussion.)
3. Study your 15 Logical Fallacies-quiz next class ON 9/22-it will be open note. NOTE: FIRST HALF OF ALPHABET WILL TAKE THIS QUIZ IN CLASS; SECOND HALF NEEDS TO DO AT HOME
4. Complete and submit to CANVAS the COMMA SPLICE assignment by midnight 9/20
5. Complete and submit to CANVAS your Rhetorical Devices & Strategies assignments due 9/24
1. HOMEWORK TONIGHT: FINISH LISTENING TO CRUCIBLE ACT THREE
2. Organize and flesh out your three categories of notes if necessary on The Crucible
(Note: if we are remote learning, then you will type up notes and submit them on CANVAS and participate in an online CANVAS discussion.)
3. Study your 15 Logical Fallacies-quiz next class ON 9/22-it will be open note. NOTE: FIRST HALF OF ALPHABET WILL TAKE THIS QUIZ IN CLASS; SECOND HALF NEEDS TO DO AT HOME
4. Complete and submit to CANVAS the COMMA SPLICE assignment by midnight 9/20
5. Complete and submit to CANVAS your Rhetorical Devices & Strategies assignments due 9/24
WEEK OF SEPTEMBER 21-25
STARTER-Project Comma Splice sentences on white board and correct.
AND CNN10: DIVIDE CLASS INTO THIRDS, ASSIGN 3 STORIES: TOPIC, RELEVANCE, SIGNIFICANCE, AND COMPLEXITY ANALYSIS; Share out.
STARTER -45+ TERMS and from the UEN
A. Crucible RECAP ACT III; BEGIN ACT IV via video.
LOGICAL FALLACY OPEN NOTES on CANVAS in class on 9/22
B. Using the SOAPSToneS TOOL to analyze the Rhetorical Situation (RHS) plus author exigence and zeitgeist in a text
STARTER-Project Comma Splice sentences on white board and correct.
AND CNN10: DIVIDE CLASS INTO THIRDS, ASSIGN 3 STORIES: TOPIC, RELEVANCE, SIGNIFICANCE, AND COMPLEXITY ANALYSIS; Share out.
STARTER -45+ TERMS and from the UEN
A. Crucible RECAP ACT III; BEGIN ACT IV via video.
LOGICAL FALLACY OPEN NOTES on CANVAS in class on 9/22
B. Using the SOAPSToneS TOOL to analyze the Rhetorical Situation (RHS) plus author exigence and zeitgeist in a text
1. SOAPSTONES hand out in your intro packet-REVIEW IT.
1b. Let's look at the RUBRIC for RA essays...one way to get the elusive "sophistication point" IS BY ANALYZING FOR RHETORICAL SITUATION (which is the SOAPS part of SOAPSTONES):)
2. Let's take a slight (but relevant) detour to this website: AUTHOR EXIGENCE
NOTE: EXIGENCE IS A GREAT COMPANION TO OCCASION BECAUSE IT IS OCCASION & CONTEXT (AND ZEITGEIST!) THAT OFTEN CREATES THE EXIGENCE, SPURRING THE AUTHOR TO THEN CREATE THE RHETORICAL TEXT.
Add notes on your SOAPSTONES handout on author/speaker exigence and zeitgeist and how they relate to occasion/context of a text
3. The SOAPS portion of SOAPSTONES is pretty easy to find in a good text here's an example of a Rhetorical Analysis Essay prompt from a past AP Lang exam--look at the introduction and you'll see most if not all of SOAPS right there for you
1b. Let's look at the RUBRIC for RA essays...one way to get the elusive "sophistication point" IS BY ANALYZING FOR RHETORICAL SITUATION (which is the SOAPS part of SOAPSTONES):)
2. Let's take a slight (but relevant) detour to this website: AUTHOR EXIGENCE
NOTE: EXIGENCE IS A GREAT COMPANION TO OCCASION BECAUSE IT IS OCCASION & CONTEXT (AND ZEITGEIST!) THAT OFTEN CREATES THE EXIGENCE, SPURRING THE AUTHOR TO THEN CREATE THE RHETORICAL TEXT.
Add notes on your SOAPSTONES handout on author/speaker exigence and zeitgeist and how they relate to occasion/context of a text
3. The SOAPS portion of SOAPSTONES is pretty easy to find in a good text here's an example of a Rhetorical Analysis Essay prompt from a past AP Lang exam--look at the introduction and you'll see most if not all of SOAPS right there for you
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
2008_ap_lang_ra_prompt.pdf | |
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Now your turn...look at this passage and identify the SOAPS
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
2009_ap_lang_ra_prompt.pdf | |
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4. Now, about TONES part...
STRATEGIES FIRST...Remember that "STRATEGIES" is an interchangeable rhetoric term that includes any RHETORICAL TERMS/DEVICES, STRATEGIES/MODES THAT THE SPEAKER/WRITER CHOOSES to create a memorable, effective, and persuasive text.
Chromebooks: PULL UP YOUR HOMEWORK ON RHETORICAL DEVICES AND STRATEGIES...share in small groups the devices you chose and your "food" extended definition paragraphs from the David Foster Wallace piece on The Lobster. From your small group, choose a "BEST OF SHOW" extended description paragraph from your group to read aloud to the class. Share out.
5. For TONE, let's look at a Walt Whitman poem "To the Learned Astronomer" get an idea of how to identify and label tone in this way: (_______ly ________) as well as tonal shifts.
STRATEGIES FIRST...Remember that "STRATEGIES" is an interchangeable rhetoric term that includes any RHETORICAL TERMS/DEVICES, STRATEGIES/MODES THAT THE SPEAKER/WRITER CHOOSES to create a memorable, effective, and persuasive text.
Chromebooks: PULL UP YOUR HOMEWORK ON RHETORICAL DEVICES AND STRATEGIES...share in small groups the devices you chose and your "food" extended definition paragraphs from the David Foster Wallace piece on The Lobster. From your small group, choose a "BEST OF SHOW" extended description paragraph from your group to read aloud to the class. Share out.
5. For TONE, let's look at a Walt Whitman poem "To the Learned Astronomer" get an idea of how to identify and label tone in this way: (_______ly ________) as well as tonal shifts.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
when-i-heard-the-learnd-astronomer.pdf | |
File Size: | 96 kb |
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![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
recognizing_tone_in_lit_passages.docx | |
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File Type: | docx |
DOCUMENT LINKED BELOW: TONE WORDS PACKET due end of quarter Oct. 19. NOTE: THIS TAKES THE PLACE OF MEMBEAN. HOPE YOU DON'T MIND.
GO AHEAD AND DO THE FIRST LINE :)
WE WILL HAVE A WHOLE DAY DEDICATED TO TONE NEXT WEEK!
- Choose any two words for each line, give 1-2 synonyms and 1-2 antonyms for each, pictionary each, and use the word (and underline it) in an original sentence that has an independent clause, a semicolon, a transition word, a comma, and another independent clause. Like so...
GO AHEAD AND DO THE FIRST LINE :)
WE WILL HAVE A WHOLE DAY DEDICATED TO TONE NEXT WEEK!
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
tone_words_updated_june_2020.docx | |
File Size: | 16 kb |
File Type: | docx |
HOMEWORK
1. FINISH READING/LISTENING TO THE CRUCIBLE ACT IV.
RECOMMENDATION FOR WEEKEND MOVIE: STREAM THE FILM THE CRUCIBLE STARRING DANIEL DAY LEWIS. IT'S WORTH IT!
2. OPEN NOTE CANVAS QUARTER 1 TEST WILL BE PUSHED TO 2ND QUARTER, WEEK OF OCTOBER 26...THIS TEST WILL COVER:
Make sure to bring ALL your notes and handouts to reference on this test.
3. AUTHORS TONE Worksheet linked below. Print, complete, take a pic and submit on CANVAS and also bring it to class next time.
1. FINISH READING/LISTENING TO THE CRUCIBLE ACT IV.
RECOMMENDATION FOR WEEKEND MOVIE: STREAM THE FILM THE CRUCIBLE STARRING DANIEL DAY LEWIS. IT'S WORTH IT!
2. OPEN NOTE CANVAS QUARTER 1 TEST WILL BE PUSHED TO 2ND QUARTER, WEEK OF OCTOBER 26...THIS TEST WILL COVER:
- 4 AP Lang Big Ideas (4 pillars)
- 3 rhetorical appeals (LOGOS, PATHOS, ETHOS)
- 55 terms in your AP intro packet including devices/terms and rhetorical strategies/modes
- What is meant by author choice
- What is author exigence
- What is zeitgeist
- SOAPSTONES tool
Make sure to bring ALL your notes and handouts to reference on this test.
3. AUTHORS TONE Worksheet linked below. Print, complete, take a pic and submit on CANVAS and also bring it to class next time.
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
authors_tone_1_worksheet.pdf | |
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File Type: |
DEADLINE TO SIGN UP FOR AN PAY FOR AP EXAMS IS NOVEMBER 1. See letter linked below for details and instructions...
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
ap_info_letter_2021.pdf | |
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WEEK OF SEPTEMBER 28-OCT 2
STARTER -Share out HW on Margaret Chase Smith observations on the RHS, CLE, REO and RHETORICAL CHOICES
A. BRIEF SOCRATIC SMALL GROUPS
a. QUICK LOOK AT THE PLAY AS A WORK OF LITERATURE
b. QUICK LOOK AT LOGICAL FALLACIES
c. LONGER LOOK AT THE PLAY AS A WORK OF RHETORIC and include some discussion on Abigail Williams and RHS and the Arthur Miller's arguments CLE
d. CLASS SHARE OUT BEST OF SHOW
e. SELF GRADE AND CALL OUT SCORES FOR NOTES
B. TONE TIME (as in soapsTONEs)
1. Correct Authors Tone assignment with feedback linked below.
STARTER -Share out HW on Margaret Chase Smith observations on the RHS, CLE, REO and RHETORICAL CHOICES
A. BRIEF SOCRATIC SMALL GROUPS
a. QUICK LOOK AT THE PLAY AS A WORK OF LITERATURE
b. QUICK LOOK AT LOGICAL FALLACIES
c. LONGER LOOK AT THE PLAY AS A WORK OF RHETORIC and include some discussion on Abigail Williams and RHS and the Arthur Miller's arguments CLE
d. CLASS SHARE OUT BEST OF SHOW
e. SELF GRADE AND CALL OUT SCORES FOR NOTES
B. TONE TIME (as in soapsTONEs)
1. Correct Authors Tone assignment with feedback linked below.
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
authors_tone_1_feedback.pdf | |
File Size: | 75 kb |
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Grumpy Cat demos excellent TONE words
2. Look up the 9 words below and copy their definitions. Then, rank the words 1-9 from strongest to weakest in terms of emotional strength; pair share/class share
3. WEBSITE: watch the video promoting a seminar to make you get rich; practice analyzing the rhetoric used by the speaker as follows:
You get a particular feeling or emotional vibe from the text—certain words (aka DICTION) create an urgency OR conjure up certain positive or negative associations or imply a certain amount of sadness or sarcasm or joy or cynicism or amusement or respect or... You get the idea.
You might feel angry or repulsed after reading a text and can sense the author is angry or repulsed, too. Or you find yourself chuckling throughout the text even though nothing comes right out and screams "funny!"
So when analyzing for author's tone, trust your gut.
5. A CLARIFICATION ABOUT TONE...
TONE IS NOT A RHETORICAL DEVICE OR STRATEGY OR CHOICE, BUT RATHER A RESULT OF RHETORICAL DEVICES/STRATEGIES/CHOICES THAT REVEAL THE TONE, OR ATTITUDE OF THE WRITER/SPEAKER TOWARD HIS SUBJECT.
For example, an essay filled with vitriolic, acidic, harsh diction (word choices), pounding repetition (structure/syntax choice), and violent metaphors (figurative language) reveals an intensely negative tone that you might describe as HARSHLY CONDEMNING or BITTERLY SCATHING.
6. Complete the recognizing tone in literary passages assignment linked below; pair/share, and share out.
- CLE-what claims and what supporting evidence is presented?
- How would you describe the TONE of the video presentation?
- On a scale from 1-5, how EFFECTIVE/PERSUASIVE is the presentation and WHY (3 reasons). To answer this, first think about the RHS (RHETORICAL SITUATION) as you ponder effectiveness: the speaker, the occasion/context, the intended audience, the purpose, the topic/message, the tone, and the choices of rhetorical devices/terms and/or strategies/modes the speaker uses.
You get a particular feeling or emotional vibe from the text—certain words (aka DICTION) create an urgency OR conjure up certain positive or negative associations or imply a certain amount of sadness or sarcasm or joy or cynicism or amusement or respect or... You get the idea.
You might feel angry or repulsed after reading a text and can sense the author is angry or repulsed, too. Or you find yourself chuckling throughout the text even though nothing comes right out and screams "funny!"
So when analyzing for author's tone, trust your gut.
5. A CLARIFICATION ABOUT TONE...
TONE IS NOT A RHETORICAL DEVICE OR STRATEGY OR CHOICE, BUT RATHER A RESULT OF RHETORICAL DEVICES/STRATEGIES/CHOICES THAT REVEAL THE TONE, OR ATTITUDE OF THE WRITER/SPEAKER TOWARD HIS SUBJECT.
For example, an essay filled with vitriolic, acidic, harsh diction (word choices), pounding repetition (structure/syntax choice), and violent metaphors (figurative language) reveals an intensely negative tone that you might describe as HARSHLY CONDEMNING or BITTERLY SCATHING.
6. Complete the recognizing tone in literary passages assignment linked below; pair/share, and share out.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
recognizing_tone_in_lit_passages.docx | |
File Size: | 17 kb |
File Type: | docx |
HOMEWORK
1. GRAMMAR TIME! Please print, complete and bring to class these two worksheet: FUSED SENTENCE (AKA RUN-ON) and
SENTENCE FRAGMENTS
2. TONE WORDS PACKET-DUE DEC 1.
3. Watch AND TAKE BRIEF NOTES ON the "Public Speaking" video top right of page. In speeches, you have other elements to consider IN ADDITION TO your words: body language, facial expression, tone of voice, pitch and volume of voice, pacing and pauses, and personal appearance overall. (IF we are learning remotely, you will be contributing to a CANVAS discussion online instead of a class discussion.)
4. TEDTALK video: watch the linked video, write down 5 tips about how to win arguments. Are these tips rhetorical devices/terms? Strategies/modes?
1. GRAMMAR TIME! Please print, complete and bring to class these two worksheet: FUSED SENTENCE (AKA RUN-ON) and
SENTENCE FRAGMENTS
2. TONE WORDS PACKET-DUE DEC 1.
3. Watch AND TAKE BRIEF NOTES ON the "Public Speaking" video top right of page. In speeches, you have other elements to consider IN ADDITION TO your words: body language, facial expression, tone of voice, pitch and volume of voice, pacing and pauses, and personal appearance overall. (IF we are learning remotely, you will be contributing to a CANVAS discussion online instead of a class discussion.)
4. TEDTALK video: watch the linked video, write down 5 tips about how to win arguments. Are these tips rhetorical devices/terms? Strategies/modes?
WEEK OF OCTOBER 5-9
STARTER-Project fused and fragmented HW sentences on white board-volunteers correct using markers right on the board.
STARTER- Watch the Skill 1A Daily Video 1 (this is assigned on your AP Classroom account.) It is a great summary of the RHS (Rhetorical Situation) in a text.
STARTER-Share out your notes on the public speaking video and the TED TALK on how to win an argument
A. RHETORICAL ANALYSIS: ESSAY 2 ON THE AP EXAM IN MAY.
GREAT SPEECHES - NOTE: IF WE ARE LEARNING REMOTELY, WE WILL BE WORKING INDIVIDUALLY RATHER THAN IN SMALL GROUPS IN CLASS. BUT FEEL FREE TO COLLABORATE ON THIS ASSIGNMENT.
INTRODUCTION: 20 MINUTES
1. QUICK REVIEW THE 4 PILLARS (aka BIG IDEAS) OF RHETORIC IN AP LANG (in your introduction packet)
2. In this SPEECHES unit, you will PRACTICE THE ART OF RHETORICAL ANALYSIS!
ALL OF THESE FACTORS (RHS, CLE, REO) GO INTO MAKING A MEMORABLE and PERSUASIVE SPEECH!
3. In your assigned groups you will be completing a SOAPSToneS for one of 5 speeches-pick a scribe to annotate the speech as you discuss it by writing down your responses on the text and in the margins AND to attribute ideas to owners so I can see everyone contributed to the SOAPSTONES.
NOTE: YOU WILL ALL NEED TO TAKE A PIC OF THE ANNOTATED SPEECH TO SUBMIT TO CANVAS.
NOTE: THE 5 GREAT SPEECHES ARE LOCATED IN THE RIGHT COLUMN OF THIS WEBPAGE TOWARD THE TOP.
DEMO AND GROUP PREP PRESENTATION: 60 MINUTES
4. HANDOUT ONE copy of speech assigned to the group FYI: the speeches we are working with are also linked below.
GREAT SPEECHES - NOTE: IF WE ARE LEARNING REMOTELY, WE WILL BE WORKING INDIVIDUALLY RATHER THAN IN SMALL GROUPS IN CLASS. BUT FEEL FREE TO COLLABORATE ON THIS ASSIGNMENT.
INTRODUCTION: 20 MINUTES
1. QUICK REVIEW THE 4 PILLARS (aka BIG IDEAS) OF RHETORIC IN AP LANG (in your introduction packet)
2. In this SPEECHES unit, you will PRACTICE THE ART OF RHETORICAL ANALYSIS!
- You will use the SOAPSTONES tool to identify the rhetorical situation of a speech (RHS), including EXIGENCE and ZEITGEIST, the tone/tonal shifts, and the main arguments/claims/thesis statement/position statement and their supporting evidence (CLE).
- You will also follow the speaker's line of reasoning which not only includes claims and evidence, but also his/her explanations, analysis, interpretations and commentary in the speech.
- This line of reasoning plus how the speech is organized and structured from intro to conclusion (REO) impacts its message and overall persuasiveness.
ALL OF THESE FACTORS (RHS, CLE, REO) GO INTO MAKING A MEMORABLE and PERSUASIVE SPEECH!
3. In your assigned groups you will be completing a SOAPSToneS for one of 5 speeches-pick a scribe to annotate the speech as you discuss it by writing down your responses on the text and in the margins AND to attribute ideas to owners so I can see everyone contributed to the SOAPSTONES.
NOTE: YOU WILL ALL NEED TO TAKE A PIC OF THE ANNOTATED SPEECH TO SUBMIT TO CANVAS.
NOTE: THE 5 GREAT SPEECHES ARE LOCATED IN THE RIGHT COLUMN OF THIS WEBPAGE TOWARD THE TOP.
DEMO AND GROUP PREP PRESENTATION: 60 MINUTES
4. HANDOUT ONE copy of speech assigned to the group FYI: the speeches we are working with are also linked below.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
35_great_speeches_selections.docx | |
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5. Class SOAPSTONES and EXIGENCE AND ZEITGEIST demo:
- The Gettysburg Address-short & sweet & powerful little speech that still knocks our socks off today.
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CONNECT WITH YOUR GROUP TO BE READY TO PRESENT YOUR SOAPSTONE FINDINGS TO THE CLASS NEXT TIME!
YOU WILL SUBMIT YOUR ANNOTATED SPEECH THEN. MAKE SURE TO FIRST TAKE A PIC OF THE DOC SO YOU CAN SUBMIT IT TO CANVAS |
B. 15 minutes to prep SPEECH SOAPSTONES
THEN...WE WILL PRESENT SPEECH SOAPSTONES along with VIDEOS OF THE SPEECHES
C. SPOTLIGHT ON FDIS, a tool for analyzing STYLE (STL): Fish Dive In Streams (or Figurative language, Diction, Imagery/selection of details, and Syntax)
TODAY, LET'S LOOK CLOSER AT DICTION: DENOTATIONS & CONNOTATIONS especially!
Connotation represents the various social overtones, cultural implications, or emotional meanings associated with a word.
Denotation refers to the literal meaning of a word, the 'dictionary definition.'
Consider the following words which essentially "mean the same" (have the same DENOTATIONS) but carry different CONNOTATIONS: old woman, old maid, elderly woman, spinster, crone, hag, grandma, grandmother
How do their connotations differ?
AND LET'S LOOK AT FIGURATIVE LANGUAGE (HANDOUT is in your intro to AP packet)
D. GROUP SOAPSTONE PRACTICE #2: SINNERS IN THE HANDS OF AN ANGRY GOD
INTRO:
1. VIDEO: America's First Great Awakening (for context, zeitgeist)
2. "Sinners in the Hands of an Angry God" is a rousing sermon that was delivered to an Enfield, Connecticut, congregation on July 8, 1741, by Jonathan Edwards (1703 to 1758), who was a British/Colonial American, a Presbyterian clergyman, a theologian, and a philosopher (i.e. super smart and super religious!)
3. SOAPSTONES THIS SERMON EXCERPT with a partner (RHS plus Tone) on your own copy.
THEN...WE WILL PRESENT SPEECH SOAPSTONES along with VIDEOS OF THE SPEECHES
C. SPOTLIGHT ON FDIS, a tool for analyzing STYLE (STL): Fish Dive In Streams (or Figurative language, Diction, Imagery/selection of details, and Syntax)
TODAY, LET'S LOOK CLOSER AT DICTION: DENOTATIONS & CONNOTATIONS especially!
Connotation represents the various social overtones, cultural implications, or emotional meanings associated with a word.
Denotation refers to the literal meaning of a word, the 'dictionary definition.'
Consider the following words which essentially "mean the same" (have the same DENOTATIONS) but carry different CONNOTATIONS: old woman, old maid, elderly woman, spinster, crone, hag, grandma, grandmother
How do their connotations differ?
AND LET'S LOOK AT FIGURATIVE LANGUAGE (HANDOUT is in your intro to AP packet)
D. GROUP SOAPSTONE PRACTICE #2: SINNERS IN THE HANDS OF AN ANGRY GOD
INTRO:
1. VIDEO: America's First Great Awakening (for context, zeitgeist)
2. "Sinners in the Hands of an Angry God" is a rousing sermon that was delivered to an Enfield, Connecticut, congregation on July 8, 1741, by Jonathan Edwards (1703 to 1758), who was a British/Colonial American, a Presbyterian clergyman, a theologian, and a philosopher (i.e. super smart and super religious!)
3. SOAPSTONES THIS SERMON EXCERPT with a partner (RHS plus Tone) on your own copy.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
sinners_in_the_hands_of_an_angry_god_excerpts.docx | |
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4. COMPARE/CONTRAST SINNERS WITH BORN AGAIN. Video and lyrics with assignment linked below. Submit to CANVAS before next class.
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born_again_lyrics.docx | |
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HOMEWORK
1. Submit SOAPSTONES of your chosen great speech by midnight 10/11
2. Submit to CANVAS your "Sinners" vs. "Born Again" compare/contrast paragraph by midnight 10/11
3. Print out and read through Patrick Henry's famous speech "Give me Liberty, or give my Death!" Bring to class.
1. Submit SOAPSTONES of your chosen great speech by midnight 10/11
2. Submit to CANVAS your "Sinners" vs. "Born Again" compare/contrast paragraph by midnight 10/11
3. Print out and read through Patrick Henry's famous speech "Give me Liberty, or give my Death!" Bring to class.
![](http://education.weebly.com/weebly/images/file_icons/pdf.png)
1775_patrick_henry_liberty_or_death.pdf | |
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WEEK OF OCTOBER 12-16
STARTER NONE
STARTER NONE
A. GIVE ME CHOCOLATE, OR GIVE ME DEATH!
1. SUPA QUICK READING CHECK QUIZ ON PATRICK HENRY
1. SUPA QUICK READING CHECK QUIZ ON PATRICK HENRY
2. Patrick's famous speech is one of the most well-known patriotic arguments of the American Revolution. It is organized like the CLASSICAL ORATION structure of the ancient Greek orators.
Next quarter we will focus on how to write great arguments (Essay #3) and synthesis essays (Essay #1) using the Classical Oration ARGUMENT model.
BACKGROUND TO THE SPEECH:
In April 1775 British soldiers, called lobsterbacks because of their red coats, and minutemen—the colonists' militia—exchanged gunfire at Lexington and Concord in Massachusetts. Described as "the shot heard round the world," it signaled the start of the American Revolution and led to the creation of a new nation.
Patrick Henry was one of the Founding Fathers of the United States and the first governor of Virginia. He was a gifted orator, lawyer and major political figure in the American Revolution. In a rousing speech to the Second Virginia Convention on March 23, 1775, at St. John's Church in Richmond, Virginia, he made his famous declaration:
“Give me liberty, or give me DEATH!”
3. Watch the reenactment of the speech and take some notes on the following:
Next quarter we will focus on how to write great arguments (Essay #3) and synthesis essays (Essay #1) using the Classical Oration ARGUMENT model.
BACKGROUND TO THE SPEECH:
In April 1775 British soldiers, called lobsterbacks because of their red coats, and minutemen—the colonists' militia—exchanged gunfire at Lexington and Concord in Massachusetts. Described as "the shot heard round the world," it signaled the start of the American Revolution and led to the creation of a new nation.
Patrick Henry was one of the Founding Fathers of the United States and the first governor of Virginia. He was a gifted orator, lawyer and major political figure in the American Revolution. In a rousing speech to the Second Virginia Convention on March 23, 1775, at St. John's Church in Richmond, Virginia, he made his famous declaration:
“Give me liberty, or give me DEATH!”
3. Watch the reenactment of the speech and take some notes on the following:
- What is the basic RHS? (Speaker, Occasion, Audience, and Purpose).
- Mark up any claims/arguments Patrick Henry makes and the evidence he uses to support them.
- What rhetorical choices (devices/strategies) does Henry make that give the speech structure/organization AND persuasive punch?
- How would you describe the tone of the speech?
- WHAT IS A COUNTERCLAIM? HANDOUT AND SAMPLE)
- Can you find any counterclaim arguments?
- KEEP YOUR NOTES to reference for your homework over break.
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ap_lang_counterclaim_template_updated_oct_16_2019.docx | |
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sample_counterclaim_for_an_argument_essay.docx | |
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FALL VACAY IS OCT. 15, 16.
FALL BREAK HOMEWORK-see CANVAS LINE UP :) FOR ALL THINGS DUE 10/18.
NOTE: 10/18 IS ALSO THE LAST DAY FOR LATE WORK FOR QUARTER 1...CHOP CHOP!
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patrick_henry_speech_and_rhetorical_appeals_grx.pdf | |
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Good reminder in screen shot below that you can't just identify the appeal used by a writer, you have to show how this rhetorical choice demonstrates the writer's understanding of the RHETORICAL SITUATION: the purpose, the message, the occasion/context, and the audience.
The assignment that goes with the video is linked below.
Please complete it and submit in CANVAS by midnight before our next class.
WEEK OF OCTOBER 19-23
STARTERS NONE THIS WEEK
STARTERS NONE THIS WEEK
- QUARTER 1 CUTOFF DATE
- WORK DONE ON OCTOBER 21 WILL GO ON Q2 GRADES
- LAST DAY QUARTER 1: OCTOBER 23
A. DEBRIEF Homework for VIDEO 22 on 3 rhetorical appeals in Patrick Henry speech and assignment
B. Watch Skill 3A Daily Videos 1, 2, and 3 together and debrief. (These have been assigned to you in your AP Classroom account)
C. INTRODUCING THE OREO ESSAY TEAM!
THIS ALL STAR TEAM- all the linked docs below serve as a basic essay game plan, a foundation for ALL your academic essays in high school and college AND ON BEYOND.
Linked documents & OREO COOKIES
- THE TRIPLE STUFT OREO BODY PARAGRAPH-we will look at page one of the doc today which is the OREO template plus the Commentary Verbs (CVs) and Standard Transitions that help you link your evidence to your analysis in an essay.
- Whole Essay Blueprint - use this resource to write the draft of your essays or at the very least, use it as a "checklist" to make sure your essay is complete.
- COMMENTARY VERBS & TRANSITIONS/HOOKS
- 8 CM STRETCHER STRATEGIES TO CREATE AND BUILD REASONING (aka COMMENTARY, ANALYSIS, INTERPRETATION)-MOTH TEXT INCLUDED
- OPENING AND CLOSING ESSAY STRATEGIES
- SENTENCE TYPES AND PATTERNS...making your syntax soar!
- EVERYTHING COMBINED HELPS YOU CREATE AN ORGANIZED AND THOROUGH LINE OF REASONING IN YOUR OWN ARGUMENT ESSAYS.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
oreo_paragraph___sae_assignment_updated_june_2020.docx | |
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blueprint.doc | |
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transitions_chart.pdf | |
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paragraph_hooks.docx | |
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D. Rhetorical Analysis PRACTICE WITH RFK
1. View Robert F. Kennedy's speech on the night of Martin Luther King Jr.'s assassination HANDOUT
Listen first...no notes, no text, just concentrate; then READ text and Annotate for SOAPSTONES on your copy of the speech. Also identify author exigence and zeitgeist.
1. View Robert F. Kennedy's speech on the night of Martin Luther King Jr.'s assassination HANDOUT
Listen first...no notes, no text, just concentrate; then READ text and Annotate for SOAPSTONES on your copy of the speech. Also identify author exigence and zeitgeist.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
rfk_upon_the_death_of_mlk.docx | |
File Size: | 13 kb |
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2. Then with a partner or trio...
Analyze for RHS
Analyze for CLE
Analyze for REO
What rhetorical devices/strategies/choices are used and how persuasive are they? What is Kennedy's purpose and does he achieve it?
3. Look at the sample TOPIC SENTENCE below IN PURPLE. Notice how it is a statement that can be defended with proof/evidence; in other words, IT MAKES A "defensible" CLAIM.
Use the provided TOPIC SENTENCE to start out your triple stuft OREO. You will be specifically analyzing for RHS (Rhetorical Situation) aka SOAPS. Doing this in an essay will help you grab that sophistication point in the rubric.
SAMPLE TOPIC SENTENCE
Robert F. Kennedy’s success in delivering shocking and potentially inflammatory news of Martin Luther King, Jr.’s assassination to his audience is in part due to his understanding of and shared values with his audience.
Analyze for RHS
Analyze for CLE
Analyze for REO
What rhetorical devices/strategies/choices are used and how persuasive are they? What is Kennedy's purpose and does he achieve it?
3. Look at the sample TOPIC SENTENCE below IN PURPLE. Notice how it is a statement that can be defended with proof/evidence; in other words, IT MAKES A "defensible" CLAIM.
Use the provided TOPIC SENTENCE to start out your triple stuft OREO. You will be specifically analyzing for RHS (Rhetorical Situation) aka SOAPS. Doing this in an essay will help you grab that sophistication point in the rubric.
SAMPLE TOPIC SENTENCE
Robert F. Kennedy’s success in delivering shocking and potentially inflammatory news of Martin Luther King, Jr.’s assassination to his audience is in part due to his understanding of and shared values with his audience.
4. Then using evidence (quotes from the speech) and reasoning, complete a triple stuft OREO PARAGRAPH analyzing how Kennedy demonstrates his understanding of his audience AND their shared beliefs and values.
Use at least 2 of the 8 Commentary Stretchers in your analysis of the evidence (quotes) you pick from the speech.
IN ADDITION, I WANT YOU TO PRACTICE A VARIETY OF SENTENCE PATTERNS IN THIS OREO to INCREASE THE SOPHISTICATION OF YOUR SYNTAX. SEE HOMEWORK ITEM 2 FOR DEETS.
SUBMIT YOUR TRIPLE STUFT OREO BODY PARAGRAPH IN CANVAS BY OCT. 29
Use at least 2 of the 8 Commentary Stretchers in your analysis of the evidence (quotes) you pick from the speech.
IN ADDITION, I WANT YOU TO PRACTICE A VARIETY OF SENTENCE PATTERNS IN THIS OREO to INCREASE THE SOPHISTICATION OF YOUR SYNTAX. SEE HOMEWORK ITEM 2 FOR DEETS.
SUBMIT YOUR TRIPLE STUFT OREO BODY PARAGRAPH IN CANVAS BY OCT. 29
HOMEWORK
1. AP CLASSROOM Unit 1 Progress Check will be assigned and unlocked for you in your AP Classroom account starting 10/26 at 7:00 a.m. Please try to complete this practice text by NOVEMBER 1. It will count as participation points in Skyward (consider this as a study session in preparation for the AP Exam)
2. Review and study the six linked docs on sentence patterns. In your RFK OREO, you must include and underline at least ONE #3.2 SENTENCE PATTERN and also ONE #5 SENTENCE PATTERN.
3. RFK OREO DUE IN CANVAS OCT 29
BRING ALL YOUR NOTES FOR THE OPEN BOOK EXAM NEXT CLASS ON THESE TOPICS:
1. AP CLASSROOM Unit 1 Progress Check will be assigned and unlocked for you in your AP Classroom account starting 10/26 at 7:00 a.m. Please try to complete this practice text by NOVEMBER 1. It will count as participation points in Skyward (consider this as a study session in preparation for the AP Exam)
2. Review and study the six linked docs on sentence patterns. In your RFK OREO, you must include and underline at least ONE #3.2 SENTENCE PATTERN and also ONE #5 SENTENCE PATTERN.
3. RFK OREO DUE IN CANVAS OCT 29
BRING ALL YOUR NOTES FOR THE OPEN BOOK EXAM NEXT CLASS ON THESE TOPICS:
- 4 AP Lang Big Ideas (4 pillars) in your packet
- 3 rhetorical appeals (LOGOS, PATHOS, ETHOS)
- 55 terms in your AP intro packet including devices/terms
- Rhetorical strategies/modes
- What is meant by author choice
- What is author exigence
- What is zeitgeist
- SOAPSTONES tool