2. 9.25/9.26 Tue/Wed warm-up: Your Thatcher essays
activity 1: Adding in a new rhetorical technique
activity 2: Using the new rhetorical technique
close: Who is right? The political cartoon game continues
HW DUE: Thatcher essay. In tracker as “Iron Lady.” (Thatcher’s nickname.)
HW Tonight: SOAPS analysis of Abigail Adams’ letter to John Quincy Adams
Upcoming:
10.1/10.2: Orwell seminar
10.5/10.8: grammar 1 due
10.9/10.10: TEST 1 (rhet. triangle / SOAPS) (formal grade)
10.17/10.18: rhetorical analysis FRQ (formal grade)
10.19/10.22: vocab. 2 due

3. 9.25/9.26 warm-up: Thatcher and you
You should have, at a bare minimum, an intro and a BP for the Thatcher FRQ.
Two things I want you to do.
Swap intros. Peers should identify elements of the rhetorical triangle in the intro. (NOTE: If the audience or speaker is just listed as a name, then it doesn’t count. Fail.)
Read the intro from the released essay. Same game.
Predict what you think the BP will be about. Compare with your BP.

4. 9.25/9.26 notes: This unit so far
We’ve focused on analyzing texts by looking at a few specific elements—namely the rhetorical triangle.
We need to add in our next strategy and our last set of terms for this unit. (Don’t worry; the next unit is particularly term heavy.)
Luckily, it’s a strategy with which you are already familiar . . .

5. HOORAY!!!

6. Holy heck! Written analysis??? That’s, like, all you guys do! Hooray!

7. This is an actual soapstone. Like a rock. Made of soap?
HOORAY???
This is an actual soapstone. Like a rock. Made of soap?

8. So what is SOAPSTone???

9. Where is SOAPSTone???

10. Oh! It’s everywhere! Hooray (again)! How can I use it???

11. 9.25/9.26 notes: SOAPS OK! We will totally use it in our intros!
SOAPS is an acronym which stands for speaker, occasion, audience, purpose, subject.
(In our next unit, we’ll add tone to complete the acronym as SOAPSTone.)
SOAPS is a logical extension of what we’ve been doing so far.
As Shea’s notes, “think of it as a kind of checklist that helps you organize your ideas rhetorically.”

12. 9.25/9.26 notes: SOAPS analysis
SPEAKER: Who is delivering this message.
Not just the person’s name or credentials, but what this person believes.
How this person presents themselves to the audience.
In doing this, the speaker might adopt a persona, a “fake” or maybe exaggerated personality.

13. 9.25/9.26 notes: SOAPS analysis
OCCASION: The time, place, context or current situation of the piece. (I.e., the exigency.)  
It is important that you understand the context that encouraged the writing to happen.
A rhetorical text is inherently timelocked (or timebound) as opposed to literature which is timeless. (Thatcher doesn’t write the eulogy unless Reagan is dead; EBB doesn’t write the letter unless Hugo is banished.)
What was happening in the world that influenced the message?
What might be influencing how the audience receives the message or perceives the speaker?

14. 9.25/9.26 notes: SOAPS analysis
AUDIENCE: The audience may be one person, a small group or a large group; it may be a certain person or a certain people. 
Authors do not just write and hope someone will read; they write for a specific audience and hope for a possible broader audience then intended. 
Imagine the author having a conversation. 
Who is he sitting across from?
And what does he believe about that audience?

15. 9.25/9.26 notes: SOAPS analysis
PURPOSE: The reason behind the text.  This is especially important for examining rhetoric. 
How does the speaker want the audience to react?
Now armed with the speaker’s message, what should the audience think, say or do?

16. 9.25/9.26 notes: SOAPS analysis
SUBJECT: The message.
This is the speaker’s thesis.
This what the speaker wants her audience to react to.

17. S O A P S SPEAKER OCCASION AUDIENCE PURPOSE SUBJECT
What does this speaker believe?
How is she influenced by the occasion?
How is she credible? O A P
OCCASION
AUDIENCE
PURPOSE
What is the context or current event?
To what individual or group or groups is the text intended?
Why was the text created?
What is the time and place?
How does the subject “fit” this audience?
How will the audience react?
What is influencing the message?
What does the speaker want the audience to think/feel/say/do? S
SUBJECT
What is the text about?
What is the thesis or message?
What is the overall point the speaker is making?

18. 9.25/9.26 activity: SOAPS it!
NOTE: The character pictured is Joe Camel, a cartoon character used in advertising by Camel Cigarettes.
See . .

20. What does the speaker believe?
Who is his likely audience?
What has occasioned this cartoon? (Google “FDA and ecigs” if you don’t know.)
What is his purpose in delivering this cartoon?
What is his message?
What rhet. techniques does he use?

21. 9.25/9.26 activity: Identify SOAPS in this intro
This is legitimately an essay from one of your peers. (Or, at least, parts of an essay.)
Read through his intro and identify (by annotating) where he uses SOAPS elements.
Then take a look at one of his BPs. Identify the claim, grounds and warrants.

22. S O A P S SPEAKER OCCASION AUDIENCE PURPOSE SUBJECT
What does this speaker believe?
How is she influenced by the occasion?
How is she credible? O A P
OCCASION
AUDIENCE
PURPOSE
What is the context or current event?
To what individual or group or groups is the text intended?
Why was the text created?
What is the time and place?
How does the subject “fit” this audience?
How will the audience react?
What is influencing the message?
What does the speaker want the audience to think/feel/say/do? S
SUBJECT
What is the text about?
What is the thesis or message?
What is the overall point the speaker is making?

23. 9.25/9.26 activity: New intro.
Yep. Not sure why you didn’t see this coming.
Write a new intro for your Thatcher FRQ.
Also a topic sentence for your first BP.
Clean sheet of paper b/c I want it.

24. CLOSE and HW /9.26
CLOSE
Oh man. Look at the puppy. He’s so angry. I wonder why. Guess you’ll find out next class. HW
Read and annotate Abigail Adams’ letter to her son John Quincy Adams.
Complete a SOAPS analysis of the text. Your SOAPS analysis can be in bulleted or paragraph form.
In either case, you should include textual evidence to support your analysis