3.2/3.5 Fri/Mon Upcoming: Objectives: Analyze texts rhetorically. 3.2/3.5: Rhetorical analysis FRQ 3.8/3.9: Grammar 5 due 3.16/3.19: vocab. 8 due 3.26-3.27: Midterms 3.26/3.27: Shakespeare packet due 3.28: Last day of Q3 3.28/4.9: Spring Synth Camp 4.2-4.6: Spring break 4.10/4.11: Grammar due 4.18/4.19: vocab. 9 due 4.20/4.23: begin “drill and kill” unit / Spring Argumentation Camp / intro Slaughterhouse-Five (have ch. 1 read) 4.24 (“B”)/4.27 (“A”): argumentation FRQ (formal grade) 4.25 (“A”)/4.26 (“B”): Rhetoric unit test 5.2/5.3: Slaughterhouse-Five (SH5) ch. 2-4 read 5.16: AP Lang test 5.21 (“A”)/5.22 (“B”): SH5 finished 5.23/5.24: vocab. 10 / SH5 assessment (formal) 5.30/5.31: SH5 final assessment (formal) / SH5 MWDS due Objectives: Analyze texts rhetorically. Compose a rhetorical analysis essay. warm-up: Rhetorical analysis reminders activity 1: FRQ (formal) activity 2: Grad paper notes activity 3: Ellison analysis close: New Shea’s reading HW DUE: Ellison analysis HW Tonight: Shea’s reading NOTE: Change to Grammar 5 

3.2/3.5 warm-up: Rhetorical analysis This will be formally scored. 30 points. It will go on this quarter. This will be the last formal grade this quarter. A few reminders: Intro mentions author/title of work. Specifically answers prompt (thesis). Sets up BPs. Avoid citing grounds in your topic sentences. Look for ways to set up ideas/clams that you have to prove. Look for ways to synthesize grounds (rhetorical strategies rhetor uses) in BPs.

3.2/3.5 activity: FRQ A few clean sheets of paper. 40 minutes (clock on board). Today you will be writing about Cesar Chavez and a speech he made extolling the virtues of non-violent protest. This is NOT Hugo Chavez, the dictatorial former president of Venezuela. When you are done, grab the essay by Joan Didion. Read, annotate, and answer questions (next slide).

3.2/3.5 activity: Didion, y’all The second sentence of the passage is quite long. What effect does this have? Compare with short sentences later in this paragraph (“The baby frets”; “The maid skulks”). Why is the wind “whining” rather than merely “blowing” or “gusting”? “[D]rying the hills and the nerves” is an example of a scheme called zeugma in which one verb acts on two direct objects (usually juxtaposed D.O.s). What effect does this zeugma have? What is the most important word in the opening paragraph? Why? Why does Didion note with the subordinate clause in the first sentence of the second paragraph (the clause interrupts the sentence) that she was alone? Note the imagery in the second paragraph. What is Didion’s attitude toward the Santa Ana? Who is Raymond Chandler? How does he figure into this passage? (This is a bit of a cheat because I know you won’t be able to Google stuff during the actual test or most of our analyses in class—but this just means you need to be more worldly.) Is a machete somehow worse than a knife or garden shears or baseball bat? Explain why exemplification (foehn, mistral, sirocco) is important in the third paragraph. Uh oh. That word is back. I know I should’ve gotten it the first time I saw it.

3.2/3.5 housekeeping: Returning grad papers Worth 40% of 4th quarter grade Two grades: One is the portfolio (you’ll recall this went on Q2); the other is the grad paper itself. Annotations/teacher marks on the paper itself are minimal. Come see me if you have questions. You have the right to appeal your grade. Here’s the process:

3.2/3.5 housekeeping: Returning grad papers If you think you’d like your grad paper rescored, you have the right to appeal your current grade. Take your paper home, once I’ve returned it. Examine the rubric. Re-read your essay. Score yourself. If you honestly think your grade is different than how I have scored it, then you will need to do the following:

3.2/3.5 housekeeping: Returning grad papers Print two clean copies of your grad paper. These must not—in any way—be changed from the version you gave me. I will check. (Honor code violation.) Print two rubrics (can be found on my website). Bring everything back by the end of this week. Your essay will be scored by two other teachers with experience grading grad papers. An average of their scores will be your new score regardless if it’s higher or lower.

3.2/3.5 housekeeping: Returning grad papers Next year, you will give a 6-10 minute speech on your topic. You will also be required to execute 15 hours of community service. You should document that community service through a log. In order to facilitate the process, I can file your grad paper portfolio in the English office for you. Once you’re done looking at your paper, I can take it. If you’d like to hang on to it, you’re more than welcome to do so, but you MUST keep it and submit it (every component) with your grad project portfolio next year. And, again, if you think you might want to appeal, take the grad paper home and re-evaluate.

3.2/3.5 close: Ellison analysis Two questions: What is Ellison’s attitude toward Parker? How might you describe the style Ellison uses to voice his opinion of Parker? Style? Well, that’s what we’re going to be talking about next unit. How about you start by googling “writing style word list,” choose a list from the Google machine and explain why that style is appropriate. Be able to back up both questions 1 and 2 with specific textual references.

CLOSE and HW 2.23/2.26 2.27: ACT day 2.28 (“B” day)/3.1 (“A” day): Diction, syntax, tone test 3.2/3.5: Rhetorical analysis FRQ 3.6/3.7: Grammar 5 due 3.16/3.19: vocab. 8 due 3.26-3.27: Midterms 3.26/3.27: Shakespeare packet due 3.28: Last day of Q3 3.28/4.9: Spring Synth Camp 4.2-4.6: Spring break 4.10/4.11: Grammar due 4.18/4.19: vocab. 9 due 4.20/4.23: begin “drill and kill” unit / Spring Argumentation Camp / intro Slaughterhouse-Five (have ch. 1 read) 4.24 (“B”)/4.27 (“A”): argumentation FRQ (formal grade) 4.25 (“A”)/4.26 (“B”): Rhetoric unit test 5.2/5.3: Slaughterhouse-Five (SH5) ch. 2-4 read 5.16: AP Lang test 5.21 (“A”)/5.22 (“B”): SH5 finished 5.23/5.24: vocab. 10 / SH5 assessment (formal) 5.30/5.31: SH5 final assessment (formal) / SH5 MWDS HW: By 3.6/3.7, have the first half of ch. 2 in New Shea’s read (p. 39-44; complete exercises on p. 41 and 43). I don’t think anyone has that version, so a PDF has been included online for everyone to use.