Warm Up: How do you communicate? With whom do you communicate on a daily basis? In what ways do you communicate with these people? Do you communicate the same way with each person/group of people? How and why do you differentiate communication mediums? How would you communicate if you no longer had use of technology? Knowing what you know of you current personal habits, how would feel about this change?

Preparing to Understand Modern Rhetoric Preparing to Understand

The Steps Step One: Read and Annotate Step Two: Confer and Concur Step Three: Write a response Step Four: Read and Critique

Step One Individually, read and annotate the given work: Focus on rhetorical devices, AND how certain devices create appeals Use SOAPSTone to dissect and analyze the piece Speaker: more than just the name - what can we infer? Occasion: what prompted the creation of this piece? Audience: more than a group - what can we infer? Purpose: written as an infinitive phrase (“to” + verb) Subject: in your own words, what is this piece about? Tone: what is the author’s attitude about the subject?

Step Two DISCUSS your annotations with your group. Confer: actually talk, discuss, debate even over your thoughts Concur: in the end, you all have to agree one WHAT was used and WHY Think about our previous class discussions: DO NOT leave any pronoun choice, word order, allusion, etc. alone or un-discussed. Everyone NEEDS to have the entire piece fully annotated by the time you have completed your conversation.

Step Three On one of the large pieces of paper on the wall, write a paragraph that answers the following prompt: Discuss the author’s purpose and analyze HOW rhetorical devices influence his audience to emphasize this purpose. To remain as anonymous as possible, DO NOT write your names on the sheet. Write ONLY your group number.

Possible Topic Sentence “(Author) uses (one or two rhetorical devices) in order (purpose written as infinitive phrase).” This version should ONLY be a draft, and MUST be improved upon before your right your final paragraph.

Possible Paragraph Organization (TEAM) 1] Topic Sentence (only one sentence, MUST specifically address the prompt) 2] Evidence (embed your first quote into a sentence that provides context for why the quote is important, and where it shows up in the piece) 3-5] Analysis (discuss: 1. WHAT the device/strategy is, 2. HOW the device and quote influence the audience, and 3. WHY this device/influence of audience helps emphasize the purpose) 6] Evidence (do the same as above with a second quote) 7-8] Analysis (so the same as above with a second quote) 9] Message (restate / clarify WHY this purpose is most effective in correlation with the quotes/devices discussed above)

Step Four Your group will be walking around and grading the other groups’ paragraphs. Write ONLY a number score on the bottom of the group’s sheet. Write a short explanation as to why that grade was given in your own notes, along with the group number. Use the grading rubric on the following slide to grade the paragraph.

Grading Rubric Score Point 0 Score Point 1 Score Point 2 Score Point 3 Insufficient responses indicate a very limited reading performance. These responses have one of the following problems. The idea is not an answer to the question asked. The idea is incorrect because it is not based on the text (0-1 quotes). The idea is too general, vague, or unclear to determine whether it is reasonable. No idea is present. Sometimes the response contains only text evidence. At other times there appears to be an idea; however, this idea cannot be considered an answer to the question because it merely repeats verbatim, or “echoes,” the text evidence. Partially sufficient responses indicate a basic reading performance. These responses have one of the following characteristics. The idea is reasonable, but the response contains no text evidence. The idea is reasonable, but the text evidence is flawed and does not adequately support the idea. Text evidence is considered inadequate when it is only a general reference to the text, too partial to support the idea, weakly linked to the idea, or used inappropriately because it wrongly manipulates the meaning of the text. The idea needs more explanation or specificity even though it is supported with text evidence (1-2 quotes). The idea represents only a literal reading of the text, with or without text evidence.   Sufficient responses indicate a satisfactory reading performance. These responses have the following characteristics. The idea is reasonable and goes beyond a literal reading of the text. It is explained specifically enough to show that the student can make appropriate connections across the text and draw valid conclusions. The text evidence (2 quotes) used to support the idea is accurate and relevant. The idea and text evidence used to support it are clearly linked. The combination of the idea and the text evidence demonstrates a good understanding of the text. Exemplary responses indicate an accomplished reading performance. These responses have the following characteristics. The idea is perceptive and reflects an awareness of the complexities of the text. The student is able to develop a coherent explanation of the idea by making discerning connections across the text. The text evidence (2 quotes) used to support the idea is specific and well chosen. Overall, the evidence strongly supports the validity of the idea. The combination of the idea and the text evidence demonstrates a deep understanding of the text.