R HETORICAL P RÉCIS Q UIZ II Matching, sorting, thinking…

C OLOR C ODE TO SORT THE BLOCKS INTO THE FOUR SENTENCES OF A RHETORICAL PRÉCIS 1 WHO are you talking about? WHAT is their background? WHAT did they write? WHAT year was it written? WHAT is their point? 2 HOW do they prove their thesis? 3 WHAT are they trying to do? WHY is that their purpose? In order to accomplish what? 4 WHO is the author trying to address? addresses the topic of (topic of text) and argues that (argument). and others interested in the topic of __________. (Author’s credentials), (author’s first and last name) (Author’s last name) ’s purpose is to (author’s purpose in writing) (change in reader/societ y the author wants to achieve). for his/her audience, He/she adopts a(n) __________ tone He/she supports this claim by __________ _, in his/her (type of text), (title of text) (date), in order to published in (publishing info) the readers of ( publication ) then ___________, then _____________, and finally ____________.

I NSTRUCTIONS : C OPY THE COLOR CODED BLOCKS FROM SLIDE #2 TO FORM THE SENTENCES OF A RHETORICAL PRÉCIS

F ORM THE 1 ST SENTENCE OF A R HETORICAL P RÉCIS (5): 12345

F ORM THE SECOND SENTENCE OF A R HETORICAL P RÉCIS (2): 12

F ORM THE THIRD SENTENCE OF A R HETORICAL P RÉCIS (4): 1234

F ORM THE FOURTH SENTENCE OF A R HETORICAL P RÉCIS (4): 1234

C OLOR C ODE TO SORT THE BLOCKS INTO THE FOUR SENTENCES OF A RHETORICAL PRÉCIS 1 WHO are you talking about? WHAT is their background? WHAT did they write? WHAT year was it written? WHAT is their point? 2 HOW do they prove their thesis? 3 WHAT are they trying to do? WHY is that their purpose? In order to accomplish what? 4 WHO is the author trying to address? challenges into smaller pieces can lead to success in handling obstacles and life. He adopts a candid and casual tone in order to encourage listeners to continue to face their challenges, think deeply, look with fresh eyes, and then noting that his ability to solve Rubik’s cubes, reading, and other challenges in life parallel each other. and find paths to success. and argues that giving a problem space, looking for unexpected and deeper solutions, and breaking William Wessemann in his This I Believe essay, Dyslexic student and Rubik’s cube solver, Wessemann’s purpose is to share his journey of learning to learn and succeed at life He supports this claim by describing how he had to leave public school for a special school to learn how to learn, published on NPR addresses the topic of facing challenges in life “Accomplishing Big Things in Small Pieces” (2008), for his audience, the listeners of This I Believe on NPR then explaining how he began learning to solve Rubki’s cubes, and others interested in the topic of triumph over life’s challenges.

F ORM THE FIRST SENTENCE OF THE S AMPLE P RÉCIS (6):

F ORM THE SECOND SENTENCE OF THE S AMPLE P RÉCIS (3):

F ORM THE THIRD SENTENCE OF THE S AMPLE P RÉCIS (3):

F ORM THE FOURTH SENTENCE OF THE S AMPLE P RÉCIS (3):