Honors English I Agenda 8/12/2019 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Distribute Vocabulary Notes BBR Novel From the List (Due Tomorrow) Complete both sides of the Ticket-in Review the Essential Questions and Daily Objective Complete Vocabulary Notes Close Reading and Annotation Notes Reading Pre-Assessment Fiction Complete the Closure Questions

Objectives Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

Essential Questions: How do we effectively express who we are? Do we create our voices, or do we simply reflect the  societal values around us? How do we use our voices to create a positive classroom environment? Are our voices a constructive or divisive force in society?  In our school? When are our voices needed?  When should our silence  prevail? What are the basic tools used by an author to express  voice?

Read “Conversation Piece” by Ned Guymon What happened in this story? The ability to answer this question requires you to move beyond “puzball” reading.  You must move beyond the literal and interpret the text.  How do you do this?  Through close reading…

What is Close Reading? Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc. Focusing on the text itself The reader is required to do the following:  Re-reading deliberately  Reading with a pencil (annotating) Noticing patterns and motifs in the work  Noticing things that are confusing Discussing the text with others Responding to text-dependent questions

Steps in Close Reading 1. FIRST READ: KEY IDEAS AND DETAILS: Focus on the plot or key ideas and details in the text, making sure that as readers you know the main idea, story elements, or key details that the author includes. After every text you read you will be required to write a bullet summary or a list of key ideas and details in your own words. 2. SECOND READ: CRAFT AND STRUCTURE: For a second, close read, reread the text. Literary texts will include complex elements or ideas that you should explore to arrive at a deep understanding of the it. After rereading, you may be asked to discuss the text with partners or in small groups, focusing on the author’s craft (The techniques a writer uses to make his or her writing interesting) and organizational patterns. This may include diction (vocabulary choices), text structure or text features that they author included. After every text you read you will be required to SOAPSTONERS the text. 3. THIRD READ: INTEGRATION OF KNOWLEDGE AND IDEAS: If time permits, the third close reading of a text should go even deeper, requiring you to synthesize and analyze information and the texts as a whole. This will require you to respond to the text in writing- either through text dependent question or paragraph/essay.

Annotation: written observations and comments about what you are reading AS you are reading. Is…​ Is not…​ Questions- about things you don’t understand and things you are trying to predict​ Identification- recognizing a simile is of little help, what is more important is why the author is using it​ Interpretations-meaning or depth that requires thinking or inferences and putting information together​ Personal Reactions- your opinion does not count; the focus should be on analysis based on information in the text​ Summary-putting information into your own words or paraphrasing information in the margins especially after finishing a section of the text.​ Symbols- putting a star or underling a passage will not help you remember its importance​ Patterns- connecting sequences, oppositions, repeating images, symbols, words, other literary devices etc.​ Over Highlighting-you are not hear to color; if everything is important than nothing is​ Words-unique diction or syntax​ ​Completed after reading the entire text ​

Annotation EVERYTHING you read must be annotated! Summarize/ Paraphrase- What does this part of the text seem to be about or to explain? Clarify- What parts confuse or obstruct meaning?  This may include particular vocabulary or phrases. Question- Analyze the structure of the text, the rhetorical and literary devices, character motivation, bias, tone, etc. AFTER YOU READ: Deconstruct it using the acronym SOAPSToneRS Ask questions of peers or the teacher if any additional clarification is needed.

SOAPSToneRS Subject: The subjects of texts are often abstract—the right to die, racism, poverty, conformity, etc.  The subject is the issue at hand, not the character or specific situation.  There will often be direct (refer to the title)as well as a indirect subject (a combination of the direct subject and tone). Occasion: Remember that naming the occasion is both the time/place and the genre. Is the text a memory? Speech? Letter? Critique? Argument? About what event? Where? When? Audience: Who is the intended audience? Whose attention does the speaker seek to gain? Who is the writer speaking to? In MLK’s “I Have a Dream,” he is not speaking to African Americans but to readers who may harbor racial prejudices—perhaps to policy makers. Is it a general audience? Specific audience?

SOAPToneRS Point of View and its Purpose: Remember that the speaker cannot simply be the author. Is there an identifiable point of view ?  Is it reliable, unreliable, biased, or unbiased?  How does it work to communicate the Purpose?  Think about the modes of writing and the purposes behind those modes. Authors write to entertain, to inform, to persuade, to critique, to complain, to explain, to reflect, to describe, sometimes to simply express a truth. Often, writers have a dual purpose. It is not enough to say to inform—to inform about what? To complain about what? To explain what? 

SOAPToneRS Structure: The organization or the dominant pattern of development for effectively communicating the author's  purpose/subject to the audience.   In nonfiction the 4 primary modes: Exposition: explains a point,   Narration: tells a story, Description: creates a sensory image, and Argumentation: takes a position on an issue and defends it.  Exposition can be further organized in one of the following ways:  exemplification (examples), cause and effect (reasons for an occurrence or consequence of the occurrence) , comparison and contrast (similarities or differences between two or more things), classification  and division (grouping by common characteristics or breaking an entity into small groups), definition (explains what something is, process/chronology(time sequence or a series of steps) 

SOAPSToneRS Negative ​ Neutral​ Positive ​ Tone is the attitude of the speaker towards his subject and audience. What is the speaker’s attitude towards his subject?  Does the speaker consider the audience superior, equal, or beneath him?​ Negative ​ Neutral​ Positive ​ Condescending​ Factual ​ Affirming​ Didactic​ Formal​ Sympathetic ​ Critical ​ Objective/ Impartial ​ Laudatory/ Celebratory​ Biting/ Acerbic​ Analytical​ Nostalgic ​ Sarcastic​ Understated​ Appreciative​

SOAPSToneRS Rhetorical Devices: Rhetoric is consciously manipulating language to have a persuasive or impressive effect on the audience. It includes writer’s use of mode (narration, exposition, description, and persuasion), appeal (ethos, logos, pathos), detail (evidence such as personal experience, example, definition, statistics, research), and other devices  (satire, sarcasm, understatement, anecdotes, alliteration, parallelism, diction (denotation/connotation),syntax, organization, etc.) Stylistic Devices: Literary Devices with a figurative meaning  including (but not limited to) simile, metaphor, personification, foreshadowing, flashback, imagery, allusions, irony, symbols, etc. 

Honors English I Agenda 8/13/2019 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. BBR Novel from List Complete the Ticket-In Review the Essential Questions and Objectives Rhetorical Devices Notes and Practice Grammar Pre-Assessment  Begin Song Assignment Complete a Closure Question

Objectives: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 

Essential Questions: How do we effectively express who we are? Do we create our voices, or do we simply reflect the  societal values around us? How do we use our voices to create a positive classroom environment? Are our voices a constructive or divisive force in society?  In our school? When are our voices needed?  When should our silence  prevail? What are the basic tools used by an author to express  voice?

What is “Voice”? Voice is what gives color and texture to communication (as well as art and music) and keeps the audience involved.  It is the expression of personality.  When you hear a song an know who is singing in the first few seconds or see a painting and know the artist, you are tuning into voice. Voice is created through conscious choices and tools to create a certain effect.  It is never an accident. In literature, the basic tools are rhetorical devices, stylistic devices, and text structure.   As a class we will consider each of these elements of voice separately

Voice Analysis Examine the following self-portraits: Van Gogh’s “Self Portrait in Front of the Easel”  (http://www.vangoghgallery.com/catalog/Painting/2111/Self-Portrait-in-Front-of-the-Easel.html)   Chagall’s “Self Portrait with Seven Digits” (http://www.wikiart.org/en/marc-chagall/self-portrait-with-seven-digits-autoportrait-1913) Complete SOAPSTone for each work Then analyze how each expresses his “voice” (style/personality) by answering the following questions: What is each artist saying about himself (who he is and what he feels)?  Make sure you base your analysis on the picture not on your feelings. How does the audience know what each artist is saying about himself?  What evidence from the picture supports your statements? Compare and contrast each artist’s “voice” by considering the following: color, facial expression, dress, background, and other objects

The Basic Elements of Literary “Voice "and Style Rhetorical Devices Diction, Detail, Syntax, Tone, Inverted Syntax, Rhetorical Questions, Analogy, Paradox/Oxymoron, Parable, Parody, Satire, Understatement, Parallelism, Euphemism, Allusion, Digression, Anecdote, Repetition, Ethos, Logos, and Pathos  Sound Devices- Alliteration, Assonance, Consonance, Onomatopoeia, Rhyme Scheme, etc.  Stylistic Figurative Language-the use of words in an unusual way to reveal new meaning, meaning that is not literal and makes the reader think Text Structure Fiction (plot structure-exposition, conflict, rising action, etc.) Nonfiction (narration, description, process analysis, example, definition, classification, comparison/contrast, cause/effect, and argument/persuasion)

Rhetorical Devices Are used primarily in nonfiction (ex: editorials, advertising, speeches, essays) to manipulate the reader. Rhetorical devices use words as tools to persuade the reader and/or to evoke a particular emotion in the reader or audience. Rhetorical devices will appeal to the three types of argument Pathos- Arguments based on Emotion Logos- Arguments based on Facts and Reason Ethos-Arguments based on Character (of the speaker/author) Rhetorical figures or devices are employed to achieve particular emphasis and effect. Rhetorical devices, however, are different from “figures of speech”. Wherever and whenever a figure of speech is used in written texts and speech, it alters meanings of words. For example, the metaphor used in the expression “He is a tiger,” is a complete altered form of a simple idea “He is brave”

Rhetorical Devices (An Overview) Diction: The author’s choice of words. It is the foundation to all other rhetorical and literary devices. (We will cover in greater detail next week) Hyperbole: An extravagant exaggeration of fact, used either for serious or comic effect. “I’m so sleepy I might fall asleep standing here”. Analogy: A comparison between two things in which the more complex is explained in terms of the more simple. In the same way as one cannot have the rainbow without the rain, one cannot achieve success and riches without hard work. Motif: A recurrent image, idea or a symbol that develops or explains a theme while a theme is a central idea or message.

Rhetorical Devices Parable: A short story from which a lesson may be drawn. Parable of the “Prodigal Son” is used to teach about God’s forgiveness in the New Testatment. Parallelism: Using the same part of speech or sentence structure “The mathematics test included arithmetic, algebra, and geometry.” Inverted Syntax: Reversing the normal word order of a sentence.  "him who from harm has set us free "is from the ordinary “him who has set us free from harm" Antithesis: A connection between two opposing ideas/things within a sentence. When Neil Armstrong walked on the moon it might have been “one small step for a man but it was one giant leap for mankind.”

Rhetorical Devices Satire: A literary work in which vices, abuses, absurdities etc. Are held up to ridicule and contempt; the use of ridicule, sarcasm, irony, etc. to expose vices, abuses etc. Example: Swift’s A Modest Proposal Allusion: A brief reference to a famous person, place, literary work, etc. that represent general concepts and moral qualities. “It’s no wonder everyone refers to Mary as another Mother Teresa in the making; she loves to help and care after people everywhere- from the streets to her own friends.”

Rhetorical Devices Pathos- Arguments based on Emotion Anecdote: A short entertaining nonfiction account of some happening, frequently personal or biographical. Winston Churchill was very fond of his pet dog Rufus. He ate in the dining room with the family on a special cloth and was treated with utmost respect. When enjoying movies, Rufus had the best seat in the house; on Winston Churchill's lap. While watching “Oliver Twist,” Churchill put his hands over Rufus' eyes during the scene where Bill Sike's intends to drown his dog. Churchill is believed to have said to Rufus: “don't look now, dear. I'll tell you about it later. Pathos- Arguments based on Emotion Logos- Arguments based on Facts and Reason Ethos-Arguments based on Character, Personality, or Role

Rhetorical Devices Syntax: In grammar, the arrangement of words as elements in a sentence to show their relationship. The sentence "The man drives the car" would follow normal syntax in the English language. By changing the syntax to "The car drives the man", the sentence becomes awkward. Rhetorical Questions: a question asked for rhetorical effect to emphasize a point, no answer being expected. “Are you talking back to me?”   Paradox: A statement composition which seems self-contradictory, but which may be true in fact. “High walls make not a palace; full coffers make not a king” Oxymoron:  A figure of speech in which contradictory terms or ideas are combined (usually two or three words). “He possessed a cold fire in his eyes”

Rhetorical Devices Understatement: Deliberately representing something as much less than it really is “The earthquake was a little disruptive.” Euphemism: The use of a word or phrase that is less direct, but that is also less distasteful or less offensive than another. Using “to put out to pasture” when one implies retiring a person because they are too old to be effective. Digression: A temporary departure from the main subject in speaking or writing. Tone : A way of wording or expressing things that expresses an attitude. “Positive, Regretful, Uplifting, etc”

Practice Identifying Rhetorical Devices Use the excerpt from “A Tale of Two Cities” to practice identifying rhetorical devices. Read over the “Song Assignment” Due Wednesday Assign Song Assignment

Complete the Grammar Pre-Assessment Use the Scantron answer sheet

Honors English I Agenda 8/14/2019 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Song Assignment Complete both sides of the Ticket-In Review the Essential Question and the Daily Objectives Review Close Reading Practice SOAPSToneRS  and Annotations for “Shame” and “Eleven” Complete Literary Devices Assessment  Complete the Closure Questions

Objectives Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

Essential Questions: How do we effectively express who we are? Do we create our voices, or do we simply reflect the  societal values around us? How do we use our voices to create a positive  classroom environment? Are our voices a constructive or divisive force in  society?  In our school? When are our voices needed?  When should our  silence prevail? What are the basic tools used by an author to  express voice?

Tom broke the vase.  Noun- is a word used to name a person, place, thing, or an idea (Tom, vase) Verb- a word that expresses action or a state of being (broke) Article- a word that modifies or limits a noun ( the) There are only 3 in English (a, an, the) *Subject- the person, place, or thing that is “doing” the action (Tom) *Object- receives the action of the verb (vase) *Passive voice is the exception and will be discussed later.

Tom broke the vase - quickly review noun subjects, verbs, articles, and noun objects. Jane played the harp. Allen drank the milk. Sarah fluffed the pillow. Agnes made the bed. Todd planted the flowers.

What is Voice" Voice, as previously defined: It is the expression of personality. Voice is created through conscious choices and tools to create a certain effect. In literature, the basic tools are rhetorical devices, stylistic devices, and text structure. Create a list of 4 “positive” and 4 “negative” ways people use their "voice"

Three Steps for Close Reading Annotate and Record a Summary or 5 Key Details SOAPSToneRS the Text Synthesize information (Text Dependent Questions)

"Eleven" Questions: Locate textual support for each of the questions below: How does point of view influence the text?  (Consider the shift that occurs after paragraph 4.) What effect does this have on the audience? How does the structure of the text impact the audience? In what ways does Cisneros’ juxtaposition (the fact of two things being seen or placed close together with contrasting effect) of home life and school life make for an effective strategy? What is the purpose of the figurative language, especially the similes, serve? What purpose does repetition (restating a word or phrase) serve in the text?

Read, Annotate, and Complete SOAPSToneRs Using both Texts Read, Annotate, and Complete SOAPSToneRs Using both Texts.  Then answer the following questions: The narration begins after the narrator's  commentary about Helene Tucker, a girl on whom the narrator had a crush.  What is the purpose of the preliminary paragraphs?  How would the audience’s reaction change if he altered the structure? Beginning with paragraph 9 ("I was shaking...), the narrator adds conversation to the narration.  What is the effect of the technique? What is the main theme (lesson about life) revealed in the text?  Is it implied (indirect) or stated (direct)? In paragraph 6 (The teacher thought...), what is the purpose of repeating the word “pregnant”? What does the author mean? The narrator states, “everybody’s got a Helene Tucker.”  What does Helene Tucker symbolize? Use evidence from the text as support. Compare and contrast “Shame” and “Eleven.” How do the “voices” of Gregory and Cisneros differ?

Honors English I Agenda 8/15/2019 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. "Shame" and "Eleven" Questions Complete the Ticket-In Review the Essential Questions and Objectives Grammar Practice  Practice Close Reading, Annotating and SOAPSToneRs using Roosevelt's “Four Freedoms” Poetry Pre-Assessment Complete a Closure Question

Objectives Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

Essential Questions How do we effectively express who we are? Do we create our voices, or do we simply reflect the  societal values around us? How do we use our voices to create a positive  classroom environment? Are our voices a constructive or divisive force in  society?  In our school? When are our voices needed?  When should our  silence prevail? What are the basic tools used by an author to  express voice?

Randy mowed the flowers. Cathy declined the invitation. Grammar Practice- Identify the noun, verb, article, subject and object in the following sentences: Randy mowed the flowers. Cathy declined the invitation. Stephanie hung the picture. Mary cooked the meal. Janet debated the other student.

Brainstorm A Response to the Following Prompt: What are the most important freedoms we enjoy as Americans? How can our voices be used to support these freedoms?

Roosevelt’s “The Four Freedoms” Read and Annotate the Text Write 5 Details or a Bulleted Summary Complete SOAPSToneRS Complete the Graphic Organizer

Honors English I Agenda 8/16/2019 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. "Four Freedoms" Annotations and Graphic Organizer Complete the both sides of the Ticket-In Review the Daily Objective and Essential Questions Vocabulary, Grammar, Rhetorical Devices, Annotation/SOAPSToneRS Quiz Writing Pre-Assessment Complete the Closure Questions “Shame”=Reading for Writers and “Eleven” The Language of Composition

Objectives: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

Essential Questions: How do we effectively express who we are? Do we create our voices, or do we simply reflect the  societal values around us? How do we use our voices to create a positive  classroom environment? Are our voices a constructive or divisive force in  society?  In our school? When are our voices needed?  When should our  silence prevail? What are the basic tools used by an author to  express voice?

Writing Assessment Directions Read, Annotate, Summarize (Key Details) the Article “Social Media's Impact on Students' Mental Health Comes Into Focus"  Using SOAPSToneRS Write a 5 Paragraph Essay Responding to the Prompt:  Should teenagers be limited to less than two hours a day on-line to preserve their mental health, social interactions, and overall satisfaction with life? Please place the finished essay on the right corner and begin reading your BBR

Grammar Practice- Identify the noun, verb, article, subject and object in the following sentences Annabelle bought the dress. Rachel sketched a likeness. Camille acknowledged the help. Hiram celebrated the “A”. John returned to the house.

Use yesterday’s outline on “What are the most important freedoms we enjoy as Americans?”  to create a well-organized paragraph.

“Speech to the Virginia Convention” Activity With Your Shoulder Sister: Read, Annotate, and Complete SOAPSToneRs Henry’s Speech. Complete the Questions and the Graphic Organizer.

Honors English I Agenda 8/16/2018 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete both sides of the Ticket-in Review the Daily Objectives and Essential Questions Complete the Grammar and Writing Practice Read, Annotate, and SOAPSToneRS Lincoln’s “Gettysburg Address” and “Second Inaugural Address” Complete the Closure Questions Best in Class= “The Language of Composition” page 253

Objectives: Draw conclusions about the author’s perspective, analyzing the author’s purpose and the rhetorical choices the author uses to achieve that purpose or promote a certain perspective. Assess how an author’s choices about structure affect clarity, cogency, and coherence, analyzing the degree to which choices about how to organize sentences, paragraphs, and larger sections of text enhance the clarity and quality of the text. Analyze how specific landmark US documents treat certain common themes and ideas, including those choices authors made in light of their purpose, the occasion and the audience of the time.  

Essential Questions What are the benefits and drawbacks of tradition? How do traditions influence who individuals become? How can we progress and change while still having respect for custom and convention? What are the basic tools used by an author to manipulate the audience? As readers, how do we identify and analyze these tools?

Label the nouns, verbs, articles, subject and object in each sentence. Wallace cooked the meal. Mary bathed in the tub. Charles apologized. Sophia held the tool. Gary sneaked in the house.

What purpose do cultural or societal traditions serve? Topic/Occasion: Position/Key Idea:     Background: RDF: EE:     RDF: 

Turn Your Outline Into a Paragraph:

Gettysburg Address-Opening Paragraph To what event is Lincoln referring when he states “four score and seven years ago?” What is the impact of beginning with this allusion? Explain the connotation of the words “conceived” and “dedicated.” Why didn’t the author just say “started” and “committed?” (What two motifs are introduced because the author selected these words?) Who are “our fathers?” What can we know about “our fathers” from the sentence?

Gettysburg Address- Paragraph 2 What impact does starting the sentence with “now” have on its meaning? Why does Lincoln include the word “great” as a modifier for “civil war?” Why does the author include the phrase “or any nation so conceived and so dedicated?” (What would the sentence mean without it? How does Lincoln’s argument that the war is about more than a place make his speech more compelling?

Gettysburg Address- Paragraph 3 What is the impact of starting the paragraph with the conjunction “but?” What does Lincoln describe as the impact of those who fought at Gettysburg? Why does Lincoln include the word “rather” in the second sentence of the paragraph? (What is the author emphasizing?) What four specific ideas does Lincoln ask his listeners to commit themselves to at the end of his speech? What does he suggest is the audiences responsibility ?

Gettysburg Address- Text as a Whole Which word(s) is repeated most often in the text? How does the diction impact the audience? Which motifs is repeated in the text? What does this reveal about the speaker? What does it reveal about the author’s tone? What is the direct subject of the text? What is the indirect subject? Give example of the author’s use of ethos, logos, and pathos in the text?

Using Lincoln’s Second Inaugural Address, Answer the Following Questions: Which word(s) is repeated most often in the text? How does the diction impact the audience? Which motifs is repeated in the text? What does this reveal about the speaker? What does it reveal about the author’s tone? What is the direct subject of the text? What is the indirect subject? Give example of the author’s use of ethos, logos, and pathos in the text?

Honor English I Agenda 8/17/2018 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. AOW on Right Corner Complete both sides of the Ticket-in Review the Daily Objectives and Essential Questions Complete the Quiz Complete the Assessment Reflection

Objectives: Draw conclusions about the author’s perspective, analyzing the author’s purpose and the author’s purpose and the rhetorical choices the author uses to achieve that purpose or promote a certain perspective. Assess how an author’s choices about structure affect clarity, cogency, and coherence, analyzing the degree to which choices about how to organize sentences, paragraphs, and larger sections of text enhance the clarity and quality of the text. Analyze how specific landmark US documents treat certain common themes and ideas, including those choices authors made in light of their purpose, the occasion and the audience of the time.