1. Critical Thinking
You will have three minutes to try to figure out the scenario in which the following situation existed. No talking.

2. The Problem
Although the following scenario may seem unlikely, the scenario given is realistic and has actually happened. The clues can all be taken at face value, although that's not to say their implications can't be misleading. I will give you the result with possible clues, and you will give me the scenario in which this took place.

3. The Result
A man lives on the twelfth floor of an apartment building. Every morning he takes the elevator down to the lobby and leaves the building. In the evening, he gets into the elevator, and, if there is someone else in the elevator -- or if it was raining that day -- he goes back to his floor directly. Otherwise, he goes to the tenth floor and walks up two flights of stairs to his apartment.

4. The Scenario
This is a real man that has lived in New York City for 32 years. The man is a dwarf. He can't reach the upper elevator buttons, but he can ask people to push them for him. He can also push them with his umbrella.

5. Goals for the Day
I can analyze my own writing in order to refine and improve the quality of my rhetorical analysis essay.

6. Vocabulary Quiz #14
Quickly login to Socrative and use the token: Bauer2016
You’ll have exactly five minutes to complete the quiz.
When you finish, please close your Chromebooks and take out your annotation assignments and Joseph Addison text.

7. AP Multiple Choice Quiz
You’ll have exactly 10 minutes to complete the following AP Multiple Choice Quiz.
Use the Joseph Addison text – True and False Humour.
You may also use any of the notes or annotations you made on your annotation assignment.
When you finish, take out a piece of paper, come and get highlighters (at least 4 different colors), and prepare to move into small groups.

8. Groups
Move into the group you were with yesterday. If you were not here, please come see me.
Within your group identify a partner. You will be working today as an a group, with a partner, and as an individual.

9. The Goal
To improve your rhetorical analysis essay by analyzing your own strengths and weaknesses but also discussing and sharing ideas with your peers.

10. Deconstructing Your Writing
Step 1 is being able to recognize strengths and weaknesses in your own writing.
Do you identify various strategies the author used? Highlight in color 1.
With your group, briefly discuss:
What strategies did you identify? DISCUSS – are they actually in the text?
Do you describe them well? (she uses pathos vs. she appeals to pathos by…)
If you discuss tone, syntax, diction, etc, do you describe it or do you simply say “she uses tone.”
How many strategies did you identify?

11. Deconstructing Your Writing
Step 1 is being able to recognize strengths and weaknesses in your own writing.
Do you provide specific evidence of each strategy you identified? Highlight in color 2.
With your partner, briefly discuss:
Is the evidence clear – do you provide a quote or clear paraphrase of the evidence you are providing? And do you avoid saying things like in lines or “I believe…..later.”?
Is the evidence sufficient? In other words, if there are 6 examples of hypophora, is one example sufficient? Does it fulfill what you’re trying to say or do you need to show multiple examples to get your point across?

12. Deconstructing Your Writing
Step 1 is being able to recognize strengths and weaknesses in your own writing.
Do you explain how or why the author used these strategies? Highlight in color 3.
With your group, briefly discuss:
Is your explanation clear?
Does it go beyond the obvious? (examples of obvious: she uses it to make her point – she makes the reader think) Go deeper! What is it doing?
Is it convincing? Are you group members willing to “buy” your argument or are they skeptical? If they are skeptical, you have to sell it better.

13. Individual Reflection
Get out the piece of paper I asked you to get out earlier.
Take a moment to write down your own thoughts on:
what you are doing well.
what you still need to improve upon or work on.
what questions do you have or what are you unsure of?
what would you adjust right now if given the opportunity – try to be specific.

14. Deconstructing Your Writing
Step 1 is being able to recognize strengths and weaknesses in your own writing.
How many transitional words or phrases do you use to help guide your reader and tie thoughts and ideas together?
With your partner, briefly discuss:
How many did you use? Too many, not enough?
Are your transitions simplistic or complex? (first, second, next vs. shortly after making the point that..., because of this…)
Where do you begin? (Winnie the Pooh suggests “at the beginning” – do you begin at the beginning?)
Are you thoughts complex enough that they require transitions?

15. Deconstructing Your Writing
Step 1 is being able to recognize strengths and weaknesses in your own writing.
Do you utilize rhetorically accurate verbs that help to demonstrate control of the language and an understanding of the text? Highlight your main verb of each sentence in color 4.
With your partner, briefly discuss:
Do you use rhetorically accurate verbs? ARE THEY ACCURATE? (“he states the question….”)
Would using rhetorically accurate verbs help you to describe what the author is DOING?
Do avoid using the same verbs multiple times?

16. Deconstructing Your Writing
Step 1 is being able to recognize strengths and weaknesses in your own writing.
Do you follow basic rules of Standard English?
Do you avoid 1st and 2nd person point of view? (you, us, we, etc.)
Do you spell words correctly MOST of the time or do you have multiple misspellings?
Do you leave words out? Do you use the wrong words?
Are your sentences varied in structure and length?
Do you try to sound smart by using words that make you sound unnatural? Do you misuse any of the words you use to try to make you smart?

17. Individual Reflection
Take another moment to write down your own thoughts about your writing.
What are your strengths?
What are you weaknesses?
What would you do to improve right now?
What has highlighting the text helped you to see?

18. Deconstructing Your Writing
Step 2: Recognizing the purposefulness of your own writing.
What is the purpose of each sentence in your paragraph (use body paragraphs)?
Are there any sentences that could be written more concisely?
Are there any sentences that could be combined?
Do you vary your sentence structure?

19. Using the Scoring Rubric to Improve
How can you better develop your analysis with evidence and explanations that are appropriate and convincing?
Do you have a variety of strategies you identify?
Do you textual evidence of the strategy? And do you use both explicit and implicit evidence?
Do you fully explain how and/or why the author used the strategy?
How could you better control the language?
Do you use effective transitions that help guide your reader?
Do you use rhetorically accurate verbs that precisely describe what is occurring in the text?
Is the writing clear and does it make sense?

20. Scoring Your Own Writing
Using the handout from Albert.io and the AP Scoring Rubric, try to score your own essay and justify it by citing specific language from the rubric.
Remember your essay is scored holistically, so pay close attention to each component of your writing.
TURN IN BEFORE LEAVING – WHAT SCORE WOULD YOU GIVE YOURSELF AND A PARAGRAPH EXPLAINING YOUR JUSTIFICATION OF THE SCORE.

21. Homework
Complete Activity 6 – explain the purpose of each sentence in at least one of your body paragraphs.
Use the AP rubric and the Albert handout to help you score you own essay. Once you score it, give an explanation of why you assigned it that score using specific evidence from the rubric and your paper.
Take at least one of the body paragraphs from your rhetorical analysis essay and revise it using the suggestions you gave yourself during today’s class activities.
Complete the “Get Rid of Get” worksheet.