1. Agenda Voice Lesson: Syntax #2 Intro to Vocab Unit 10 (11-20)
Continue developing Rhetorical Analysis #1
Rubric
Develop interpretation
Film clips and notes
If time, begin Outliers, Jigsaw of Chapter 5

2. Reminders Outliers Reading Schedule – Chapters 3-5 due Friday; Quiz
Rhetorical Analysis #1 – Rough Draft due tomorrow; typed, hard copy in class
Vocab Pic Quiz Unit 10, Friday, 11/30

3. Voice Lesson: Syntax #2

4. Voice Lesson: Syntax #2 Read and Think:
When I woke up it was light. It was awfully quiet. Too quiet. I mean, our house just isn’t naturally quiet. The radio’s usually going full blast and the TV is turned up loud and people are wrestling and knocking over lamps and tripping over the coffee table and yelling at each other. Something was wrong, but I couldn’t quite figure it out. Something had happened…I couldn’t remember what.
-- S.E. Hinton, The Outsiders
Hinton starts the passage with two short sentences, a sentence fragment, and another short sentence. Then she writes two longer sentences. Look at these sentences carefully, and contrast the purpose of the short sentences and fragment and the purpose of the longer sentences.
Purpose (short/fragment):
Purpose (longer):
How does the sentence length reinforce the meaning of the passage?
Hinton uses ellipses in the last sentence to show that something has been left out. What has been left out? How do you know?
Purpose of the short sentences and sentence fragment: to set the scene, to emphasize the quiet and the unusual nature of the quiet
Purpose of the longer sentences: to contrast the usual state of the house (noisy) with the startling quiet; The last and longest sentence gives the details to support the contrast. The sentence is breathless and exuberant, filled with images of a noisy, active household.
Sentence length reinforces meaning by emphasizing, through short sentences and fragments, the unusual quiet and by re-creating the noise and bustle of the house’s usual state through the longer sentences.
2. What has been left out is the SOMETHING that happened. You know this because all of the detail and imagery in the passage point to something happening, something wrong. Yet it’s never stated. What is omitted is what is most important. It makes the narrative pause and allows the reader to pause and speculate, too, as indicated by the ellipsis.

5. Purpose of the short sentences and sentence fragment: to set the scene, to emphasize the quiet and the unusual nature of the quiet
Purpose of the longer sentences: to contrast the usual state of the house (noisy) with the startling quiet; The last and longest sentence gives the details to support the contrast. The sentence is breathless and exuberant, filled with images of a noisy, active household.
Sentence length reinforces meaning by emphasizing, through short sentences and fragments, the unusual quiet and by re-creating the noise and bustle of the house’s usual state through the longer sentences.
2. What has been left out is the SOMETHING that happened. You know this because all of the detail and imagery in the passage point to something happening, something wrong. Yet it’s never stated. What is omitted is what is most important. It makes the narrative pause and allows the reader to pause and speculate, too, as indicated by the ellipsis.

6. Vocab Unit 10, #s & Draw

7. The following example demonstrates an effective analytical process, taking a sample from the speech “Against the Spanish Armada” by Queen Elizabeth I:
I know I have but the body of a weak and feeble woman; but I have the heart of a king, and of a king of England, too; and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realms: to which, rather than any dishonor should grow by me, I myself will take up arms.
1. Determine stance: Is the argument effective or ineffective?
Examine parts of speech, text, chapter, etc. to determine stance
Reader Reaction is powerful, positive…SO…Student decides stance will be that the speech is effective.

8. 2. What rhetorical tools does the author/speaker use to make his/her argument? Examine text/passages for what the author/speaker does (moves)
Looking at the previous segment critically, student notices ‘moves’ of author/speaker:
Elizabeth manages to logically connect the fact that she is a Queen with the responsibility to defend her realm.
Queen Elizabeth ironically juxtaposes the fact that she is a “feeble woman” against the invading European “princes.”
Elizabeth references herself many times in the segment.

9. 3. Focus on one tool at a time and question, notice, analyze, etc.
Elizabeth’s repetitive references to herself.
Elizabeth refers to herself seven times
five of those references show Elizabeth as the subject of the clause.
Why would Elizabeth refer to herself so often? Possibilities:
Elizabeth was reminding her troops how important she was
Elizabeth wanted to have her troops remember her when they were in battle
Elizabeth wanted to appear confident
Elizabeth was egomanical
Elizabeth was emphasizing her role as a Queen
Elizabeth was using repetition of a subject to create a dramatic feeling in her audience

10. 4. Explore that aspect in depth. Analyze and Interpret.
Student decides that the most likely possibility is that Elizabeth wished to establish her authority in the eyes of her subjects. (appealing to her audience by establishing credibility – ethos)
This is only one possible analysis of many possibilities; however, student feels that she can explore this aspect in depth.
Then ask more questions to analyze (interpret): How does referring to herself so often help Elizabeth’s troops accept her as their leader?
Looking at each specific reference, he notices that in every instance Elizabeth portrays herself as active and powerful. By attaching herself to verbs commonly associated with power and ruling, he reasons, Elizabeth is able to repetitively emphasize her position as the ruler of the English people.

11. 5. Write your paragraph of rhetorical analysis (a body paragraph)
Example:
Queen Elizabeth use repetition as she establishes the credibility of a powerful and knowledgeable leader. In the passage, Elizabeth refers to herself no fewer than seven times. In each instance, Elizabeth connects herself to active verbs which emphasize her dynamic and powerful status: I have, I know, I think foul scorn, I will take up arms. This repetition of her autonomous identity is a powerful way of reminding her troops that she is, in fact, their queen and military leader. By demonstrating her own personal power, Elizabeth shows that she is just as capable as “any prince of Europe” of defending her lands and people; the repetition of that idea with her carefully chosen verbs connects her power as a person (and as a “kingly” woman) with her power as a queen.

12. Steps to Writing Body Paragraphs of Rhetorical Analysis
Determine stance (argument is effective or ineffective)
Examine parts of speech, text, chapter, etc. to determine stance
What rhetorical tools does the author/speaker use to make his/her argument?
Examine text/passages for what the author/speaker does (moves)
Focus on one tool at a time and question, notice, analyze, etc.
Explore that aspect in depth. Analyze and Interpret.
Write your paragraph of rhetorical analysis (a body paragraph)

13. Let’s try with Gladwell
Follow the steps – start with…Determining your stance – effective or ineffective argument and then where did you begin to think that or when was it confirmed – that will help you answer next question: What is your selected passage?
Use one passage for each body paragraph (each body paragraph should address a rhetorical tool he uses to appeal to ethos, pathos, or logos)
One paragraph about tool that is used to establish ethos
One paragraph about tool that is used to appeal to logos
*For example in Queen Elizabeth, the writer focused on the tool of repetition and interpreted it/explained that it established credibility.
Another tool that is used might be the use of facts and startling statistics which the writer could interpret as using logic to prove/establish her argument.

14. FILM TECHNIQUES

15. LORD OF THE RINGS: THE FELLOWSHIP OF THE RING
Take notes on each technique as it is explained in the film clip

16. NOW YOU TRY THE SILENCE OF THE LAMBS SLUMDOG MILLIONAIRE
NO COUNTRY FOR OLD MEN

17. Jigsaw of Chapter 5: Groups of 3
All students read the intro to Chapter 5 (p ) and the Conclusion of the chapter (p )
3 Groups
Lesson Number One: The Importance of Being Jewish (p )
Lesson Number Two: Demographic Luck (p )
Lesson Number Three: The Garment Industry and Meaningful Work (p )
For the intro, answer the following:
Where does Gladwell repeat his argument? (Include the direct quote and page number)
According to Gladwell, what should you be able to do at the end of the chapter (regarding the lessons of Joe Flom)?
For your assigned “Lesson” from Joe Flom – complete a One Pager (on blank paper) – these will be shared with your group.

18. Blank piece of paper/fold into quadrants
A visual image, symbol, or representation of an idea/concept that is especially important from the section of text. Use color to further your symbolic meanings. Use crayons or colored pencils.
At least FOUR direct quotes from the text, selected for whatever purpose you like. They may show important ideas, ideas you question, or issues that have an especially clear relationship. Be sure to use quotation marks and indicate from where you took the quote (Cite them with page numbers!).
At least THREE questions. Determine what question must be answered for an understanding of the reading materials main idea OR what questions you still have regarding the reading.
At least TWO statements from you. These can paraphrase ideas from the section. They can connect/link parts of the reading to other parts of Gladwell’s argument. They can tell about your own experience as it connects to these ideas.