1. Critical Thinking
You have 2 minutes today to fill in the blanks to the following puzzle. Bring you answer up before the buzzer sounds today if you think you’ve got it. No talking or cheating!

2. The Problem: Find a way to place the numbers 1 through 9 in the circles below, such that each side of the triangle adds up to 17.

3. The Solution:

4. Goals for the Day
I can recognize errors in writing and begin to improve my writing through revision.

5. Quick Vocabulary Quiz #13
1. Open to Socrative
2. Login to Bauer2016
3. Type your first name and last name
4. You have exactly five minutes to complete the quiz.
Quick Vocabulary Quiz #13

6. Comments on Rhetorical Analysis Essays
Most of you made fairly simple, but strong claims.
Many of you had excellent opening paragraphs.
Most of did a good job in the body paragraphs of presenting a claim about what the author was doing and textual evidence to demonstrate where it occurred. BUT, a LOT of you still struggled to explain HOW it was used.
Some of you shifted from first person to second person – NEVER write in second person point of view (you).
Nearly all of you would have benefited from presenting additional examples from the text to support where things occur.
For the most part, what you wrote was good, but it often was not developed well enough.
All of you need to be cautious of your wording – you don’t want to say something that demonstrates a misunderstanding of the text (before she “bashes” him).

7. GET PAST THE DEVICE!!!!
I keep saying this over and over…forget the device for a bit.
First of all, what is the difference between a rhetorical strategy, a rhetorical device, and an rhetorical appeal?
Hypophora, repetition of “it is” and imagery???
Real life example – a friend of yours is about to make a terrible decision. You want to convince them not to.
What are your strategies?
Let them know you care
Let them know there are other ways to “have fun” or “belong” or “escape reality” - whatever
You’re willing to do anything to prevent them from making a big mistake
NOW, someone asks how did you go about convincing him/her not to make a big mistake.
You respond by saying, “I asked a question and answered it myself???”
You respond by saying, “I repeated the words ‘it is’ followed by other words, several times”
You respond by saying, “I used some great imagery and syntax.”

8. Stop Repeating Yourself
Luce states, “For the plain fact that the U.S. daily press today…is just far and away the best press in the world.” Luce is telling the journalists that the U.S. daily press today is the best press in the world. Luce promotes that “there is no audience anywhere who should be more bored…by a speaker who tried to fawn on it, butter it up, exaggerate its virtues…” Luce is explaining that the audience of journalists is good at their jobs of being journalist and they should keep doing what they are doing. Luce states, “No audience knows better than an audience of journalist that…” In this instance Luce is alluding to the fact that this group of journalists know best.

9. Writing well – controlling the language
Look at the mistakes highlighted in each sentence. See if you can identify the error or why this might not demonstrate a “control of the language.”

10. Activity 2 Take out the Activity 2 sheets I gave you last week.
Look at page 2 – don’t look at page 3.

11. Examining Student Writing
What is the student’s thesis statement?
Highlight each strategy the writer identifies. How many? Are they all in the thesis?
In a different color, highlight the evidence of the strategy in the text. Are quotes or paraphrases used?
In a third color, highlight the explanation of HOW or WHY the strategy was used.
Circle Verbs – how many are weak verbs? Are they rhetorically ACCURATE?
Put a box around transitional words or phrases. How often? If you remove them, how does the writing change?

12. Learning To Control the Language
There are a series of exercises that will help you to better control the language.
Eliminating the Seven Deadly Sins of Writing
Learning to control through transitional words and phrases
Learning to write concisely
Learning to combine sentences
Getting rid of Go
Getting rid of Get

13. Combining and Conciseness
Ensure that your writing exhibits clarity first and foremost.
Say whatever you can as concisely as possible.
Vary your sentence structure so your writing does not become monotonous.
Combine sentences when you find that you are repeating anything – combine to remove the repetitive portion.
Combine sentences when you find that you have multiple short or simple sentences in a row.
Combine sentences to achieve various rhetorical effects.

14. Seven Deadly Sins of Writing
Fragments
Run-ons
Comma Splices
Subject-Verb Agreement
Dangling Modifiers
Weak Verbs
Passive Voice

15. Improving your own writing
Choose one of your recently written journals, rhetorical paragraphs, or even a paragraph or two from a timed writing – it must be at least 10 lines long (about words).
Consider everything we’ve discussed about good writing: avoiding the seven deadly sins, writing concisely, combining sentences, using transitional words and phrases, and using transitional words or phrases, and using rhetorically accurate or active voice verbs.
You will be scored as a 10 point assignment, but here’s the catch – I stop reading as soon as I see an error that stands out and you will receive the number of points of the line number I reached. In other words, if you have an error in line 2, you receive a 2/10.

16. Homework
Revise at least one paragraph you’ve written in this class so far – must be at least 10 lines long with the goal of making it error free.
Finish any of the Controlling the Language exercises you didn’t finish today.
Read the 5 Steps to a 5 chapter about Rhetorical Analysis essays to help you prepare for your exam.
Remember that you have an Albert Assignment that is due before you leave for Thanksgiving break next week.
Prepare for your exam on Tuesday – Multiple Choice (30 min) and Rhetorical Analysis (45 min).

17. Appositive Phrases
Meet with your 12 o’clock appointment and then take out your textbook and appositive homework.

18. Appositive Phrases What are appositives/appositive phrases?
What possible punctuation exists for appositive phrases?
What is the purpose of each type of punctuation?
Appositives typically come after the noun. Why would you put the appositive before the noun? With what purpose?
What two rhetorical purposes do appositives serve?

19. Appositive Phrases
Turn to page 273 – look at exercise 1 and 2 together.
Think about why you are using commas, dashes, or colons.
In which sentence does the punctuation seem to provide more clarity?
Several West African countries, Nigeria, Ghana, Benin, Cameroon, and Togo, were at some time in their history under colonial rule.
Several West African countries – Nigeria, Ghana, Benin, Cameroon, and Togo – were at some time in their history under colonial rule.

20. Appositives Complete exercises 3, 4, and 5 for homework.
With your partner practice the first question together to ensure you understand what you are being asked to do. What questions do you have?

21. Grouping based on needs
Consider which portion of the appositive assignment you had the most difficulty completing or understanding. Group 1 – Determining the purpose of using an appositive phrase Group 2 – Combining sentences using an appositive phrase Group 3 – Creating your own sentences by modeling professional writer’s appositives. Group 4 – I rocked every bit of this out so much that I could teach it!