Reminders Vocabulary Unit 10 Rhetorical Analyses Regular Quiz – Friday, 11/20 If you missed the picture quiz, you can come in Tuesday or Thursday morning to make it up. Rhetorical Analyses You should have revised and finalized Rhetorical Analysis #1! You will be writing a second one starting tomorrow as we watch the documentary, Waiting for Superman. Rough Draft for Rhetorical Analysis – due Thursday, 11/19 Bring BOTH final drafts of Rhetorical Analysis #1 and #2 to class Friday. I will pick up ONE for a grade. Outliers: Chapters (3-5) due today! Today’s ‘quiz’ will be small group discussion with me. Next Chapters – 6-7 – due Thursday – there will be a quiz

Revision to Final Draft – Rhetorical Analysis #1 (Make yourself a goal – finish this final draft by this Monday!) Be sure you have an introduction paragraph (4-5 sentences) Opening sentence/hook Context/background Reference to claims Thesis Add a concluding statement (2-3 sentences) Reference to thesis and claims Lasting/final thought MLA format Title will be Rhetorical Analysis #1: Outliers, Chapter Two

Argument Speech You should have drafted a thesis, 2 claims, and the claim for your counterargument. Tonight, focus on coming up with your examples/evidence for each claim and then your counterargument. What can you use for evidence? Examples from current events/knowledge/affairs, anecdotes, MINIMAL research, etc. Use your Ethos/Pathos/Logos chart to provide you with ways to use rhetoric in your speech as you gather your evidence/examples.

Voice Lesson: Syntax #3

Read and Think: But once I spread my fingers in the dirt and crouch over the Get on Your Mark, the dream goes and I am solid again and am telling myself, Squeaky you must win, you must win, you are the fastest thing in the world, you can even beat your father up Amsterdam if you really try. And then I feel my weight coming back just behind my knees then down to my feet then into the earth and the pistol shot explodes in my blood and I am off and weightless again, flying past the other runners, my arms pumping up and down and the whole world is quiet except for the crunch as I zoom over the gravel in the track. -- Toni Cade Bambara, Raymond’s Run (Creative Short Stories) Look at the first sentence in this passage. The sentence is made up of many short clauses in a row, each clause separated by a comma. Read the sentence aloud several times and think about it. A comma indicates a short pause…why do you think the author wrote the sentence this way instead of dividing it into separate sentences? In other words, how does the sentence structure emphasize the meaning of the sentence? Both of these sentences start with conjunctions (but, and). What is the purpose of a conjunction? Why do you think the author has chosen to start these sentences with a conjunction?

Responses The author uses short clauses joined by commas in order to imitate the experience of running. There’s a breathless quality to the sentence, as if the words themselves were running. The use of the series of short clauses increases tension, quickens the pace, and intensifies the feeling. It allows the reader to experience the run. Note also that the narrator switches from first person (I) to second person (you) within the sentence. This also intensifies the focus of the sentence. The narrator moves from sharing the experience to actual engagement in the experience. He moves from talking about what happens (“I spread my fingers in the dirt and crouch, I am solid again”) to being there (he tells himself: “you must win, you are the fastest thing in the world, you can even beat your father”)

Responses A conjunction is used to connect ideas. These conjunctions are coordinating conjunctions, used to connect ideas of equal weight, usually two or more parts of a sentence. Here they start each sentence. The effect of using conjunctions to start these sentences is to set the stage for each sentence that follows. The conjunction but in the first sentence indicates contrast. It tells the reader that everything in the sentences is in contrast to what has been said before. The and in the second sentence serves to connect the second sentence to the first, as part of the run. Just as the run is fluid and intense and fast, so is the sentence. Starting with a conjunction gives the sentence a breathless quality that reinforces the meaning of the passage.

Today’s Group Work Class will be randomly divided into 3 groups. Each group will have a different task and rotate through each activity. 15-20 minutes in each activity. Discussion w/Spruill – Outliers, Chapters 3-5 Read essay, “When the Joneses Wear Jeans” in the book, Class Matters. Assignment follows. Print ads and practice using your ethos/pathos/logos chart to analyze the rhetoric being used in the print advertisement.

More Specifics Outliers Discussion – be prepared to discuss the chapters and answer questions posed by Spruill and classmates. Class Matters Work Time: Read the chapter, “When the Joneses Wear Jeans” (p. 134- 145) Reading purpose questions: How is our definition of success constructed? How has the definition of success changed over time? Rhetoric and Print Ad Work Time Use the handout to guide your practice