1. Critical Thinking
You have two minutes to figure out the following problem. You must show your work.
No talking or cheating.

2. In three moves, rearrange the coins so that the three quarters are together and the two pennies are together with no empty space in between each coin.  At the end of each move, the coins are always in a line as in the original configuration.  Each move consists of moving two adjacent coins at one time. 

3. The Solution

4. Goals for the Day
I can identify specific rhetorical strategies (hyperbole, understatement, rhetorical question, tone) and explain how they help the author to develop his argument.
I can analyze the rhetorical situation of a text to help me identify the most important rhetorical devices an author uses to help develop his argument.

5. Vocabulary Quiz #11
Login to Socrative – use the login code Bauer2016 to access the quiz. When you finish: Take out your Voice Lessons (all 4 on Tone so far). We will complete the 5th one today and turn in all 5. Take out your Rhetorical Device book.

6. Voice Lessons – Tone – Turn in All 5!!
Consider:
There is no drop of water in the ocean, not even in the deepest parts of the abyss, that does not know and respond to the mysterious forces that create the tide. No other force that affects the sea is so strong. Compared with the tide the wind-created waves are surface movements felt, at most, no more than a hundred fathoms below the surface.
- Rachel Carson, The Sea Around Us
Discuss:
What is Carson’s attitude toward the tide?
Carson uses negative constructions several times in this paragraph (“There is no…not even in the….that does not know….No other force….”). Yet her tone is uniformly positive and reverential. How does the use of negatives create such a positive tone?
Apply:
Rewrite the first sentence of the passage, changing all of the negative constructions to positive ones. What effect does it have on the tone?

7. Quick Check for Strategies
Diction
Tone
Ethos, Logos, Pathos
Figurative Language
Details
Repetition
Rhetorical Devices
Others

8. Categorize or Organize
Latin motto
Hyperbole
Imagery
Ethos?
Diction – negative Europe/positive America
Pathos
Logos
Hypophora
Comparisons
Figurative language
Juxtaposition
Metaphors
Simile

9. Rhetorical Device – Rhetorical Question
Take about 2 minutes and review the information about rhetorical questions.
What are the uses?
What should be avoided?
Give an example
Share one of your rhetorical questions with the class.
Class – listen carefully and critique.
What are the good qualities?
What can be improved upon?

10. Rhetorical Device – Hyperbole
Take about 2 minutes and review the information about hyperbole.
What are the uses?
What should be avoided?
Give an example
Share one of your examples of hyperbole with the class.
Class – listen carefully and critique.
What are the good qualities?
What can be improved upon?

11. Rhetorical Device – Understatement
Take about 2 minutes and review the information about rhetorical questions.
What are the uses?
What should be avoided?
Give an example
Share one of your rhetorical questions with the class.
Class – listen carefully and critique.
What are the good qualities?
What can be improved upon?

12. Tone – Take out Worksheet
Tips
Pay attention to choices of words
Look at imagery
Study details
Listen to language
Often a change or shift in tone will be signaled by the following:
-Key words (e.g. but, yet, nevertheless, however, although)
-Punctuation (dashed, periods, colons)
-Stanza and paragraph divisions
-Sentence length or structure

13. Annotation Assignment
Requirements: The typed or handwritten response MUST be turned in the day of the quiz. If not turned in on that day, immediately after the quiz, you will receive half credit.
Read and annotate the passage (I am simply looking for marks on your paper – whatever works for you).
Type or handwrite the summary:
Write and define any words you do not know. There are always complex words in the passage. Don’t skip this.
Write a brief summary of each paragraph – what is it saying?
Identify the author’s overall argument or thesis statement (one sentence).
Identify the author’s purpose and tone – and pull out specific words, phrases, or lines from the text that help you to identify each.
Identify the two rhetorical strategies the author uses that you feel most help him to develop his/her argument. Give a brief explanation as to why you think this.

14. AP Multiple Choice Get in groups of 4.
Go over any questions that anyone missed in your group and discuss why the correct answer is correct and why the incorrect answers are incorrect.

15. 251. (C) The line uses “she” to refer to Spain
251. (C) The line uses “she” to refer to Spain. It reads, “On the western side of the Mississippi she advanced in considerable force, and took post at the settlement of Bayou Pierre, on the Red River.” Spain is being personified as a woman advancing in force.
252. (A) The first paragraph of this state of the union address is meant to inform the listeners of the present situation in foreign relations, especially with Spain. While Jefferson does try to persuade his listeners later to stay within the law, this paragraph is meant to inform.
253. (B) The sentence provides the number of volunteer cavalry and is analyzing the writer’s reasoning for providing the commanding officer with this number. Because of its factual information and its analysis of reasoning, this sentence appeals most to logos.
254. (C) The sentence uses the emotions and values of honor, accomplishment or entitlement, confidence, camaraderie, strength, and determination. It relies on the appeal to pathos to persuade the listeners that these volunteers are outstanding citizens and that they are worthy of our help and protection.
255. (B) The root of the word “promptitude” is prompt, which should help readers figure out that the word is used to describe the quickness with which the citizens responded.

16. 256. (E) The sentence provided has more than one independent clause and several dependent clauses attached. As such, it’s a compound-complex sentence.
257. (A) The last sentence repeats “it was due to” in the beginning of two successive clauses. Repetition of a word or group of words in the beginning of successive phrases, clauses, or sentences is anaphora.
258. (C) “Efficaciously” most nearly means “effectively” in both of these sentences. “Expeditiously” is describing something done effectively, but with quickness, which is not mentioned in these contexts.
259. (E) The last paragraph’s primary purpose is to defend the writer’s choice to disarm the people who were taking matters into their own hands in terms of fighting the Spanish.
260. (A) The tone of the last paragraph can best be described as “fervent,” meaning that the writer is showing intensity. This can be seen in the closing line, especially “should be promptly and efficaciously suppressed,” which expresses the writer’s intensity.

17. Homework
Complete exercises 3 and 4 in the Simile section of the Rhetorical Device book.
Complete the annotation assignment over The Life of Samuel Johnson by James Boswell – quiz to come on Monday, but you may use your annotated text and your annotation assignment.
Complete the next Albert Assignment – “Class Dismissed” by Walter Kirn 2010.

18. It’s critical that you have a good feel for the text
At this point, you’ve seen some examples of how you might develop some rhetorical paragraphs with one argument. However, many of you identified other arguments that worked and may have been as strong or stronger than the one we used.
Let’s examine arguments more closely – what’s the author’s argument, how does he support it, with what purpose, and how it’s presented to the audience (tone)?
Rhetorical Precis

19. Precis – French Word that means an abstract or synopsis
Precis a concise synopsis of essential points, statements, or facts
Purpose to show comprehension/understanding of the literal meaning of a text – restate the author’s main ideas or points
A Precis is not personal interpretation – personal opinion
Why? to help you understand the most essential components of a text prior to inserting your own claims

20. Rhetorical Precis
It’s important to remember that you could all have a very different precis because you may each identify a slightly different argument. The key to success isn’t “perfect” identification of any one argument or strategy or tone, but how well you support with examples from the text and how well you’re able to explain.

21. Rhetorical Precis Structure
THE FIRST SENTENCE identifies the essay's author and title, provides the article's date in parenthesis, uses some form of the verb says (claims, asserts, suggests, argues—) followed by that, and the essay's thesis (paraphrased or quoted).
THE SECOND SENTENCE conveys the author's support for the thesis (how the author develops the essay); the trick is to convey a good sense of the breadth of the author’s support/examples, usually in chronological order.
THE THIRD SENTENCE analyzes the author's purpose using an “in order to” statement.
THE FOURTH SENTENCE describes the essay's target audience and characterizes the author's relationship with that audience—or the essay's tone.

22. Rhetorical Precis Step 1
1. THE FIRST SENTENCE identifies the essay's author and title, provides the article's date in parenthesis, uses some form of the verb says (claims, asserts, suggests, argues—) followed by that, and the essay's thesis (paraphrased or quoted).
EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry argues that "...women generally do not think of their looks in the same way that men do" (4).
EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry satirizes the unnecessary ways that women obsess about their physical appearance.

23. Step 2
2. THE SECOND SENTENCE conveys the author's support for the thesis (how the author develops the essay); the trick is to convey a good sense of the breadth of the author’s support/examples, usually in chronological order.
EXAMPLE: Barry illuminates this discrepancy by juxtaposing men's perceptions of their looks ("average-looking") with women's ("not good enough"), by contrasting female role models (Barbie, Cindy Crawford) with male role models (He-Man, Buzz-Off), and by comparing men's interests (the Super Bowl, lawn care) with women's (manicures).

24. Step 3
3. THE THIRD SENTENCE analyzes the author's purpose using an in order to statement:
EXAMPLE: He exaggerates and stereotypes these differences in order to prevent women from so eagerly accepting society's expectation of them; to this end, Barry claims that men who want women to "look like Cindy Crawford" are "idiots"(10), implying that women who adhere to the Crawford standard are fools as well.

25. Step 4
4. THE FOURTH SENTENCE describes the essay's target audience and characterizes the author's relationship with that audience—or the essay's tone.
EXAMPLE: Barry seemingly addresses men in this essay because he opens and closes the essay directly addressing men (as in "If you're a man...”) and offering to give them advice in a mockingly conspiratorial fashion; however, by using humor to poke fun at both men and women’s perceptions of themselves, Barry makes his essay palatable to women as well, hoping to convince them to stop obsessively "thinking they need to look like Barbie" (8).

26. The Result
In "The Ugly Truth about Beauty" (1998), Dave Barry argues that ". . . women generally do not think of their looks in the same way that men do"(4). Barry illuminates this discrepancy by juxtaposing men's perceptions of their looks ("average-looking") with women's ("not good enough“, by contrasting female role models (Barbie, Cindy Crawford) with male role models (He- Man, BuzzOff), and by comparing men's interests (the Super Bowl, lawn care) with women's (manicures). He exaggerates and stereotypes these differences in order to prevent women from so eagerly accepting society's expectation of them; in fact, Barry claims that men who want women to "look like Cindy Crawford" are "idiots" (10). Barry seemingly addresses men in this essay because he opens and closes the essay directly addressing men (as in "If you're a man...”) and offering to give them advice in a mockingly conspiratorial fashion; however, by using humor to poke fun at both men and women’s perceptions of themselves, Barry makes his essay palatable to both genders and hopes to convince women to stop obsessively "thinking they need to look like Barbie" (8).

27. Let’s Try it 1. Reread the text. 2. Complete step one on your own.
3. Defend your sentence within a small group – change as necessary.
4. Complete step two.
5. Defend your sentence to your group – revise.
6. Complete step three.
7. Defend your sentence to your group – revise.
8. Complete step four.
9. Defend your sentence to your group – revise.

28. Annotation Assignment
Requirements: The typed or handwritten response MUST be turned in the day of the quiz. If not turned in on that day, immediately after the quiz, you will receive half credit.
Read and annotate the passage.
Type or handwrite the summary:
Write and define any words you do not know. There are always complex words in the passage. Don’t skip this.
Write a 4-sentence rhetorical precis. Use your rhetorical precis rubric as a guide to ensure you include each component of the precis. The goal is to capture the SOAPSTone or rhetorical situation of the passage and ensure a quality understanding.
After the precis, write down what you feel are the three most prominent strategies the author uses to develop his/her argument. Then, choose one of the three strategies to write a rhetorical analysis-like paragraph. Remember to cite evidence of where the strategy occurs and explain how it is used to help develop the author’s main argument. These can be any strategies that the author uses – you are not limited.