Today is Tuesday January 10, 2017 The students will be able to analyze a prompt and explain its effectiveness Warm up: What is your IRP novel? Do you have it with you? Read and post to www.turnitin.com Expectations for this year… Analysis Review Activity Barry’s “The Great Influenza” HWK: Select your novel and get it ordered so you can start posting to www.turnitin.com

Q3 IRP Novel Options Wuthering Heights, Bronte (464) – Gothic Romanticism, emotion, violence, class, gender Great Expectations, Dickens (544) – Victorian coming-of-age story, rich language King Lear, Shakespeare (178) – play about family, duty, anger, deception AND A Portrait of the Artist as a Young Man, Joyce (196) – coming-of-age story, morality, religion, stream of consciousness style Crime and Punishment, Dostoevsky (545) – redemption, suffering, sacrifice, superhero complex, alienation, poverty Jane Eyre, Bronte (592) – Victorian Romanticism, social equity for women Moby Dick, Melville (396) – meditation on America, pertinent symbolism

AP Language & Composition Rhetorical Analysis Essay Review Activity Source: http://www.apstrategies.org/Portals/0/docs/Leads_PS/E_La_Visual%20 Rhetoric%2009_T_Rh.pdf

Prompt DAY 1 Read & annotate John Barry’s The Great Influenza. Then analyze how Barry uses rhetorical strategies to define the nature of scientific inquiry.

Identify two to four rhetorical strategies: Your Task DAY 1 Identify two to four rhetorical strategies: Arrangement Language/Appeals Style/Devices Focus on invention and meaning. Explain the significance of the strategies you identify.

Link Strategies to Meaning: Lines 1-5 DAY 1 Why does Barry begin with a universal truth and delay referring to scientists until Paragraph 2? What two antithetical concepts occur in this paragraph? Examine the syntax of this paragraph and notice the patterns of repetition. What is the effect of the anaphora in the first four sentences?

Link Strategies to Meaning: Lines 6-13 DAY 1 Which rhetorical mode is employed in this paragraph? Identify the catalog in this paragraph. What purpose is served through this listing? What purpose do the anaphora and antithesis serve in the second and third sentences? To what does the pronoun “it” refer in both sentences? What is the effect of the dashes in Line 10? Which of the appeals does the writer use at the end of this paragraph?

Link Strategies to Meaning: Lines 14-22 DAY 1 What is Barry suggesting through his use of the term “A scientist” in the third paragraph as opposed to the phrase “To be a scientist” in the second paragraph? Which figure of speech is used in the first sentence? For what purpose? Why does Barry refer to Einstein in the second sentence? What is the implied antecedent of “one” in Line 18? According to Barry, all scientists risk losing their “works” and “even beliefs.” What, then, is the only thing upon which they must rely? What purpose does the infinitive phrase at the beginning of the last sentence of this paragraph serve? Why does Barry qualify “courage” with the adjective “physical” in the last sentence of this paragraph?

Link Strategies to Meaning: Lines 23-35 DAY 2 Identify and explain the significance of the extended metaphor in this paragraph. List examples of repetition and antithesis; and beside each example, comment on its significance. Identify the following and explain the meaning/reference in each: the literary allusion in Line 31 the simile in Line 33 the metaphor in Line 35 What point does the author make about scientific inquiry through juxtaposing these three literary devices?

Link Strategies to Meaning: Lines 36-48 DAY 2 Why is the word “everything” set apart from the rest of the sentence? What aspect of scientific research does Barry suggest through the term “grunt work”? Identify the three “tools” in this paragraph and comment on the significance of the progression from “shovel” to “dynamite.” This paragraph contains a series of questions about determining the composition of rock. Why are these not rhetorical? What literary device is employed in the sentences which describe the probing of rock? What does the use of this device imply about the nature of scientific inquiry?

Link Strategies to Meaning: Lines 49-55 DAY 2 Through what image does the writer link the fifth and sixth paragraphs? Explain the meaning of the metaphor “a flood of colleagues.” Barry repeats the concepts “order,” “pioneer,” and “tool” in this paragraph. This repetition suggests what as a possible result of diligent scientific inquiry? Why might Barry specifically refer to “laboratory mice”?

Link Strategies to Meaning: Lines 56-68 DAY 2 Which words signal a shift in tone in the last paragraph? What are some of the connotative associations of the word “illuminate” in Line 59? Underline the three sentences which are significantly shorter than the others in this paragraph. What is the effect of this syntactical variation? Barry repeats the words “experiments” and “yield.” In this two-part repetition, what change in meaning occurs? What audience is Barry addressing in his essay? Briefly describe the tone of this essay. Cite concrete evidence to support your assertion.

Appeals: Ethical, Emotional, Logical DAY 2 Appeals: Ethical, Emotional, Logical Where does Barry incorporate all three appeals to solidify his ideas about the nature of scientific inquiry? Highlight evidence and explain how it demonstrates ethos, pathos, logos.

DAY 2 Thesis Statement Write a thesis sentence for an essay in which you analyze how Barry uses rhetorical strategies to depict the nature of scientific research.