3.26/3.27 Mon/Tue warm-up: MC practice activity 1: The types of grounds you can use activity 2: Five Canons of Rhetoric notes and application activity 3: Argumentation prompt practice w/ the Five Canons close: Review work HW DUE: Dumas/Woolf questions. I don’t think I’m checking those. HW Tonight: Shakespeare packet. Upcoming: 3.26-3.27: Midterms 3.28: Last day of Q3 3.28/4.9: Spring Synth Camp 4.2-4.6: Spring break 4.10/4.11: Shakespeare packet due 4.12/4.13: 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 / SH5 assessment (formal) 5.23/5.24: vocab. 10 5.30/5.31: SH5 final assessment (formal) / SH5 MWDS

3.26/3.27 warm-up: MC practice Let’s do one. Then we’ll justify. Simply practice; not to be scored. 15 minutes. 2017 1-14.

D A C B E

3.26/3.27 notes: Argumentation You should recall that there are six basic types of evidence that any rhetor might use in an argument. They are . . .

History stuff: All that stuff Cerbone tried to teach you about. FIRST-HAND: Stuff you’ve interpreted and that’s in your brain right now! SECOND-HAND: Stuff you’ve read about, been taught or have researched. Personal experience: Stuff that’s directly happened to you! You are important, like a snow-flake that never melts. History stuff: All that stuff Cerbone tried to teach you about. Secondary anecdote: Stories about other people you’ve heard. Quantitative data: Numbers and stats and junk like that. Current events: You know, like on the PBS NewsHour, your favorite nightly hour of publically funded news programming. Expert opinion: Some other guy who’s got more ethos than you’ll ever have said it, so it’s got to be right!

3.26/3.27 activity: Argumentationing Using this chart, identify as many specific examples of grounds used either in Woolf’s argument or in Dumas’. You’ll have to start, obviously, with identifying their claims.

History stuff: All that stuff Cerbone tried to teach you about. FIRST-HAND: Stuff you’ve interpreted and that’s in your brain right now! SECOND-HAND: Stuff you’ve read about, been taught or have researched. Personal experience: Stuff that’s directly happened to you! You are important, like a snow-flake that never melts. History stuff: All that stuff Cerbone tried to teach you about. Secondary anecdote: Stories about other people you’ve heard. Quantitative data: Numbers and stats and junk like that. Current events: You know, like on the PBS NewsHour, your favorite nightly hour of publically funded news programming. Expert opinion: Some other guy who’s got more ethos than you’ll ever have said it, so it’s got to be right!

3.26/3.27 activity: Argumentationing Woolf’s claim? Grounds that support? Dumas’ claim? Grounds that support?

3.26/3.27 activity: Argumentionable Woolf’s claim: Gender equality and self-definition for women is only possible when women are allowed to pursue their professions without obstacles. Historical evidence: other writers like Austen and Eliot; Angel in the House. Personal experiences: “But to tell you a story . . . ” Dumas’ claim: Americans must accommodate non-Western names in order to increase cultural diversity and allow for self-definition. Anecdotes: Her family Personal experiences: The whole thing? Historical evidence: Iranian Revolution (ok, that’s a stretch)

3.26/3.27 notes: Argumentification Before I have you practice with a prompt, let’s review some strategies for successfully writing an argument. There are a few things to keep in mind: What is your rhetorical triangle? How will you appeal to your audience (once you’ve decided who they are)? How will you present yourself? What types of evidence will you use? How will you synthesize them together to make the most effective argument? What rhetorical strategies (beyond appeals—think diction and syntax) can you use to effectively communicate your message to your audience? And you might be wondering to yourself, Is there way I can codify and standardize the things above and take some notes at the same time. Is there???

3.26/3.27 notes: five canons FIVE CANONS OF RHETORIC! BOY, THESE ARE IMPORTANT! YOU TOTALLY NEED TO MEMORIZE THESE AND TAKE ALL THE BEST NOTES! “Students don’t need to memorize the five canons of classical rhetoric.” Wait a second . . . Here are the five canons, that, well, you sort of have to memorize? Well, they’re not going to appear on a test or anything, so maybe you don’t have to memorize them. Are they helpful for writing arguments? You bet! Will I make you do that today? You bet! Let’s look at them altogether, and I’ll leave it up to you to decide how you learn them. Here they are in convenient Google Image Search format:

3.26/3.27 notes: five canons The five canons of rhetoric were developed (where else) in ancient Greece (thanks Aristotle!) and are merely the categories by which rhetorical texts are arranged These categories have served both analytical and generative purposes. That is to say, they provide a template for the criticism of rhetoric (and orations in particular), and they give a pattern for creating rhetoric. Rhetorical treatises through the centuries have been set up in light of these five categories, although memory and delivery consistently have received less attention. In fact, we can strike memory and delivery entirely from these notes as they are concerned primarily with oral or spoken rhetoric, and we just don’t need to focus on that. So . . .

3.20/3.21 notes: five three canons CANON 1: Invention The process of coming up with ideas. Duh? For Aristotle, this process of invention primarily concerned how the rhetor would make use of the three rhetorical appeals: ethos, pathos, logos. Aristotle said that these appeals need to be balanced in order to achieve the maximum effect. Like so:

This is the most complete triangle I’ve found to date, and it’s got a real tiny font. You can find an embiggenable version on my website.

3.20/3.21 notes: five three canons CANON TWO: Arrangement. The order in which rhetoric is delivered. Excordium (intro): the rhetor gains the audience’s attention Narratio (background): the rhetor sets the context/gives background Propositio (proposition): thesis Confirmatio (confirmation): the bulk of the argument. The grounds. Refutatio (refutation): acknowledge and counter the opposition’s position. Peroratio (conclusion): Um, the conclusion. What does this sound like?

3.20/3.21 notes: five three canons Do you have to memorize these Latin terms? No. Do you have to be able to point your finger at a text and say, “I have found the peroratio!” Do you need to consciously consider how you are arranging your arguments in order to make them most effective given the rhetorical context you are creating? Yes. That one is a yes.

3.20/3.21 notes: five three canons CANON THREE: Style. Style is how the rhetor expresses his ideas. In other words, rhetorical devices. Modes. Argumentation techniques. Schemes. Tropes. Diction. Syntax. You know already how using the above can create tone. You know already how using the above can create rhetorical appeals. Tone + Rhetorical Appeals = YOUR VOICE or STYLE. Is there a list of words you can use to describe--

3.26/3.27 notes: Argumenticities So here’s the deal. If you read Woolf, you’re doing the prompt based on Dumas’ work. And if you read Dumas, you’re doing the prompt based on Woolf’s work. You will be planning your essay by doing all the following: Creating your rhetorical triangle. (Canon 1) Plotting out your essay. (Canon 2) Writing a full intro/thesis incorporating SOAPSTone elements and fusing together what you drafted out in Canons 1 and 2. Here are the prompts.

WOOLF PROMPT: IN 1931, British novelist Virginia Woolf (1882- 1941) delivered a talk to the Women’s Service League, an organization that sought to place women in careers. In the speech, commonly entitled “Professions for Women,” Woolf said the following: “Even when the path is nominally open— when there is nothing to prevent a woman from being a doctor, a lawyer, a civil servant— there are many phantoms and obstacles, as I believe, looming in her way. To discuss and define them is I think of great value and importance; for thus only can the labour be shared, the difficulties be solved.” Woolf observes that only through honestly examining the obstacles that stand in a woman’s path can she pursue a career that truly corresponds to her interests. Write an essay that argues your position on the extent to which Woolf’s claims are valid today. Use appropriate examples from your reading, experience or observations to support your argument. DUMAS PROMPT: Firoozeh Dumas was born in Iran in 1965 and moved to California when she was seven. In 2008, she published a collection of humorous autobiographical essays, Laughing without an Accent. In her essay “The ‘F’ Word,” Dumas said the following: “Despite a few exceptions, I have found that Americans are now far more willing to learn new names, just as they’re far more willing to try new ethnic foods. Of course, some people just don’t like to learn. One mom at my children’s school adamantly refused to learn my ‘impossible’ name and instead settled on calling me the ‘F Word.’ “ Dumas observes that Americans have become increasingly more likely to want to learn about another culture and, by doing so, are expanding their cultural horizons. For Dumas, this expansion is necessary in order to increase tolerance in our society. Write an essay that argues your position on the extent to which Dumas’ claims are valid today. Use appropriate examples from your reading, experience or observations to support your argument.

3.26/3.27 close: Review Woolf writers, find each other. Compare rhetorical triangles. Compare outlines. Will the evidence your peer has chosen be effective given their triangle? Read and highlight intros for SOAPSTone elements. Using the style word list, describe your peer’s style. Dumas writers, find each other Compare rhetorical triangles. Compare outlines. Will the evidence your peer has chosen be effective given their triangle? Read and highlight intros for SOAPSTone elements. Using the style word list, describe your peer’s style.

CLOSE and HW 3.26/3.27 3.28: Last day of Q3 3.28/4.9: Spring Synth Camp 4.2-4.6: Spring break 4.10/4.11: Shakespeare packet due 4.12/4.13: 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 / SH5 assessment (formal) 5.23/5.24: vocab. 10 5.30/5.31: SH5 final assessment (formal) / SH5 MWDS HW: Shakespeare packet? Wha’? HW over Spring Break. Man, come on Shakespeare. Give me a break? Shakespeare!