Reminders Human Condition Unit Test: All students were curved 9 points based on item analysis we did; then you could earn up to an additional 8 points for the written portion. Research Papers – feedback is on the rubric you will get by the end of the week and via comment feature in www.Turnitin.com Outliers Reading Schedule – Chaps. 3-5 due today! Next Reading Quiz – tomorrow (or today...) Study Questions were posted to the blog before the break – these are for your use if you want them. Vocabulary Unit 9 Pic Quiz – this Friday, 12/1 Full Quiz – next Friday, 12/8

The following example demonstrates an effective analytical process, taking a sample from the speech “Against the Spanish Armada” by Queen Elizabeth I: I know I have but the body of a weak and feeble woman; but I have the heart of a king, and of a king of England, too; and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realms: to which, rather than any dishonor should grow by me, I myself will take up arms. 1. Determine stance: Is the argument effective or ineffective? Examine parts of speech, text, chapter, etc. to determine stance Reader Reaction is powerful, positive…SO…Student decides stance will be that the speech is effective.

2. What rhetorical tools does the author/speaker use to make his/her argument? Examine text/passages for what the author/speaker does (moves) Looking at the previous segment critically, student notices ‘moves’ of author/speaker: Elizabeth manages to logically connect the fact that she is a Queen with the responsibility to defend her realm. Queen Elizabeth ironically juxtaposes the fact that she is a “feeble woman” against the invading European “princes.” Elizabeth references herself many times in the segment.

3. Focus on one tool at a time and question, notice, analyze, etc. Elizabeth’s repetitive references to herself. Elizabeth refers to herself seven times five of those references show Elizabeth as the subject of the clause. Why would Elizabeth refer to herself so often? Possibilities: Elizabeth was reminding her troops how important she was Elizabeth wanted to have her troops remember her when they were in battle Elizabeth wanted to appear confident Elizabeth was egomaniacal Elizabeth was emphasizing her role as a Queen Elizabeth was using repetition of a subject to create a dramatic feeling in her audience

4. Explore that aspect in depth. Analyze and Interpret. Student decides that the most likely possibility is that Elizabeth wished to establish her authority in the eyes of her subjects. (appealing to her audience by establishing credibility – ethos) This is only one possible analysis of many possibilities; however, student feels that she can explore this aspect in depth. Then ask more questions to analyze (interpret): How does referring to herself so often help Elizabeth’s troops accept her as their leader? Looking at each specific reference, he notices that in every instance Elizabeth portrays herself as active and powerful. By attaching herself to verbs commonly associated with power and ruling, he reasons, Elizabeth is able to repetitively emphasize her position as the ruler of the English people.

5. Write your paragraph of rhetorical analysis (a body paragraph) Example: Queen Elizabeth use repetition as she establishes the credibility of a powerful and knowledgeable leader. In the passage, Elizabeth refers to herself no fewer than seven times. In each instance, Elizabeth connects herself to active verbs which emphasize her dynamic and powerful status: I have, I know, I think foul scorn, I will take up arms. This repetition of her autonomous identity is a powerful way of reminding her troops that she is, in fact, their queen and military leader. By demonstrating her own personal power, Elizabeth shows that she is just as capable as “any prince of Europe” of defending her lands and people; the repetition of that idea with her carefully chosen verbs connects her power as a person (and as a “kingly” woman) with her power as a queen.

Steps to Writing Body Paragraphs of Rhetorical Analysis Determine stance (argument is effective or ineffective) Examine parts of speech, text, chapter, etc. to determine stance What rhetorical tools does the author/speaker use to make his/her argument? Examine text/passages for what the author/speaker does (moves) Focus on one tool at a time and question, notice, analyze, etc. Explore that aspect in depth. Analyze and Interpret. Write your paragraph of rhetorical analysis (a body paragraph)

Let’s try with Gladwell Follow the steps – start with…Determining your stance – effective or ineffective argument and then where did you begin to think that or when was it confirmed – that will help you answer next question: What is your selected passage? Use one passage for each body paragraph (each body paragraph should address a rhetorical tool he uses to appeal to ethos, pathos, or logos) One paragraph about tool that is used to establish ethos One paragraph about tool that is used to appeal to pathos One paragraph about tool that is used to appeal to logos *For example in Queen Elizabeth, the writer focused on the tool of repetition and interpreted it/explained that it established credibility. Another tool that is used might be the use of facts and startling statistics which the writer could interpret as using logic to prove/establish her argument.