1. Agenda 4th Block – finish Syntax real quick
Intro to Vocab Unit 10 (1-10)
*Outliers, Chaps. 1-2 (Discuss rhetoric/moves as a writer/GIST) – handouts e/p/l & rhetorical devices
Article Jigsaw – Counterargument Articles
Intro to Rhetorical Analysis #1
Use E/P/L & Rhetorical Devices handouts
Assignment and Rubric
*If time, continue looking at film clips and notes.

2. Reminders
Outliers Reading Schedule – keep up! Chapters 3-5 due Friday; we will look at Chapter 5 together tomorrow or Thursday
Rhetorical Analysis #1 – will be introduced today; rough draft due Thursday in class for peer review and 5 points toward grade on the essay itself. More details today!
Where are you with your film project? Have you watched your film yet? We will look at more film clips, etc. this week!

3. Punctuation Punctuation is power in writing!
Punctuation helps us understand the written word.
In speech, we pause and use expression in our voices and on our faces to help the listener understand us.
Writing has to depend on punctuation.
Punctuation helps us fine-tune language and say what we really want to say.
Most common used in shaping voice:
Semicolon
Colon
Dash
Italics

4. Semicolon
Joins two or more clauses when there is no connecting word (and, but, or).
When you use a semicolon is used, all clauses are equally important, and the reader should pay equal attention to them all.
Example: He is my best friend; I have known him most of my life.

5. Colon The colon tells the reader that something important will follow.
Don’t confuse the use of colon with semicolon
The semicolon shows equal importance.
Colon throws emphasis on what comes after it.
Example: He is my best friend: he helps me through hard times and celebrates good times with me.

6. Dash Marks a sudden change in thought or sets off a summary.
Parentheses can do this too!
The dash is more informal and conversational.
Example: John – my best friend – lives right down the street.

7. Italics Italics are used to talk about a word as a word.
Ex: He used the word really too many times in that paragraph.
When we handwrite something, we show italics by underlining.
Example: Of all the people I’ve ever known, John is my best friend.

8. Final Thoughts: Syntax
The best way – indeed the only way – to master syntax is to read, read, read.
Read the works of expert writers.
You will find that simply by reading, your writing will improve!

9. Read and Think: Copy the sentence.
What is the subject of the sentence? (underline it)
What is the main verb? (circle it)
Is this the usual word order of subjects and verbs in English?
How would the meaning and impact of the sentence be different if it read:
The peaceful weeks which followed were like sunshine after storm.
Like sunshine after storm were the peaceful weeks which followed.
-- Louisa May Alcott, Little Women

10. Vocab Unit 10, #s 1-10

11. Outliers
Jigsaw Articles (this will help us finish discussion of Chapter 2)
Gladwell’s Use of Rhetoric – in Chapter 2
Introduction to Rhetorical Analysis #1 (rough draft due hard copy in class Tuesday, 5/1) - handout

12. Article Jigsaw Groups Article #1: Sorry Strivers, Talent Matters
Article #2: 10,000 Hours Make Not Make a Master After All
Article #3: Complexity and the 10,000 Hour Rule
Article #4: Malcolm Got Us Wrong

13. With your assigned article, complete the following and prepare to share:
3 – Delineate THREE ways the author uses rhetorical appeals (ethos, pathos, logos) and if you can, identify rhetorical device(s) – use your charts
2 – Identify TWO ways that the author(s) either agree or disagree with Gladwell’s argument
1 – Determine the author’s point of view/argument and write it in ONE sentence.

14. 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.

15. 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.

16. 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

17. 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.

18. 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.

19. 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)

20. 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.