1. Critical Thinking
Punctuation: You will have 3 minutes to provide the correct punctuation to the following series of words so that the series of words makes sense. No cheating or talking.

2. The Problem
Punctuate the following so it makes sense: "That that is is that that is not is not is not that it it is."

3. "That that is, is; that that is not, is not. Is not that it? It is."
The Solution
"That that is, is; that that is not, is not. Is not that it? It is."

4. Goals for the Day
I can identify, analyze, and apply rhetorical strategies authors use when developing an argument.
Step 1: Identifying and analyzing claims
Step 2: Identifying and analyzing rhetorical devices
I can analyze multiple rhetorical choices an author makes and assess how they work together to create a single argument, purpose, and/or tone.

5. Voice Lesson - Tone Consider: What a thrill –
My thumb instead of an onion.
The top quite gone
Except for a sort of a hinge
Of skin.
A flap like a hat,
Dead white.
Then a red plush.
- Sylvia Plath, “Cut: For Susan O'Neill Roe”
Discuss:
What is the poet’s attitude toward the cut? What words, images, and details create the tone?
In the second stanza, Plath uses colors to intensify the tone. The flap of skin is dead white, the blood is a red plush. What attitude toward the cut and, by implication, toward life itself, does this reveal?
Apply:
Write a short description of an automobile accident. Create a tone of complete objectivity – as if you were from another planet and had absolutely no emotional reaction to the accident. Read your description to a partner and discuss the details, images, and diction that create your tone.

6. Rhetorical Question and Hyperbole
Briefly tell me when we use each and what we should be careful of with each.
Listen carefully to your peers as they read their example of rhetorical question and hyperbole. Give them feedback about the effectiveness of their example.
Be prepared to use the sentence stems to respond to the feedback that is given.

7. Parts of a Sentence Part of Sentence Verb Must Be: Look for: Ask:
Direct Object
Action
Subject, Action Verb
What? Who?
Indirect Object
Subject, Action Verb, Direct Object
To what?
For what?
To whom?
For whom?
Objective Complement
What?
Predicate Nominative
Linking
Subject, Linking Verb
Noun?
Predicate Adjective
Subject, Linking
Adjective?

8. Turn to page 69 – JFK’s Inaugural Speech
Meet with your 11 o’clock appointment.
You will begin by conducting a search of all the rhetorical strategies you see.
Go back to your Academic Vocabulary words from Unit 1 and 2 to look for a bank of rhetorical strategies or look in your rhetorical device workbook. This may help you search for strategies/devices we haven’t explicitly discussed in class.
Remember when you’re looking at big items – tone, diction, syntax – you can’t just say he uses tone, you need to clarify what type of tone or diction or syntax.

9. Now Let’s discuss How They Work
Open your book to page 72.
Let’s discuss #1.
Throw out ideas as to why he may have used abstract words.
Take a few of your ideas and try to figure out how this might help him to develop his overall argument.
Sometimes it’s not a direct link – there may be several steps that need to be taken to get to his argument.

10. Example: Abstract Diction
John F. Kennedy uses a variety of abstract diction to help set the tone of the speech. In any political situation, there will be differences of opinion. Kennedy clearly understands this, so he uses abstract words that have positive connotations for everyone, not just a single group. Regardless of political affiliation, race, ethnicity, religion, or gender “freedom” is something we can all rally around. Everyone respects “devotion” and “loyalty” so using these types of words help him to develop a unifying tone. Even when he shifts to words with negative connotations such as “poverty,” he uses them to create unity. No one wants to live in poverty or see others live in poverty, so if he can give the impression that we can reduce or eliminate poverty, he hopes nearly all people will rally behind this. His unifying tone is critical to his overall argument as well. His goal is to convince not just the United States but the entire world that the values and beliefs, the freedoms and rights, that our country were built on can be replicated around the globe. But, this cannot be done alone. It will take everyone working together to achieve it, so he must find a way to unify or rally the people of the world toward this single cause. By using abstract diction, he takes his first step toward unifying everyone. Interestingly, these abstract words also help him set a fairly formal tone, which people around the world are also looking for. The abstract words are appropriate to the occasion of a new president of the United States taking office. But, even as one of the most powerful men in the world, he expresses that he will have to make “sacrifices” just as the people will. Knowing that your leader is willing to sacrifice goes a long way in persuading others to sacrifice, so once again, this abstract diction helps to unify people around the globe which is critical to his overall argument.

11. Homework
Choose one rhetorical strategy JFK used in his speech. Write a well-organized paragraph expressing how this strategy is used to help JFK develop his overall argument.
Quiz Day tomorrow!
Parts of a Sentence Quiz
AP Multiple Choice Quiz – one single passage (10-15 questions)
Vocabulary #11 Quiz