1. Critical Thinking
You will have 3 minutes to figure this one out. You could explain this in a couple of logical ways, but there is definitely an answer. Pay attention to wording. No talking/No hints!

2. The Situation
While relaxing on the deck outside her cabin one summer evening, Vivian fell into a deep trance-like sleep. When she awoke, she felt as if she had slept only an hour or two, but it was now the middle of winter. How could this be?

3. The Answer
You could have something similar to this: You need to realize that Vivian was on the patio of some sort of cruise ship, maybe first class cabin on a cruise ship. She fell asleep just before the ship crossed the equator on a trip from (maybe) Hawaii to New Zealand. The equator is the dividing line between the opposite seasons. She fell asleep north of the equator while in the middle of summer and awoke two-three hours later south of the equator in the middle of winter.

4. Today’s Goal I can begin to structure a rhetorical analysis essay.
I can improve my understanding of what I need to do to write a successful rhetorical analysis essay.

5. Quick Announcements $5 for Albert???
Put missing assignments on the sheet by the door.
If you have hall passes you didn’t use, put your name on them and turn them in today or Wednesday.
Outliers essays due no later than Thursday.
All quizzes/essays on Wednesday will be put in as 2nd quarter grades.
If we don’t get to Voice Lessons today, we’ll do them after break and turn them in.
Turn in your five questions – make sure you’re name is on them.
Be sure to take your graded work.
You will need your rhetorical device books for homework this week – get it before you leave!!

6. Week 8 – Vocabulary
Remember, you’re responsible for studying vocabulary each week. You might want to make flashcards to help you study.
Some of your vocabulary quiz grades are beginning to drop significantly – remember your grade is based on an average of three weeks. If you did poorly last week, really be sure to study and do well this week and next.

7. Parts of Speech Take out your parts of speech packets.
What questions do you still have – write them down?
Go back and look it up.
Ask your partner or one of your peers.
Ask me.

8. Rhetorical Analysis Structure
Take out the “Formula for a Successful Rhetorical Analysis Essay” sheet – pink sheet.
Let’s just review the opening paragraph right now.
Begin general. Introduce the essentials (author, text, type of text, etc) and the subject at hand.
Get more specific by moving into the author’s purpose, argument, or tone depending on the prompt.
Then get even more specific by introducing the main strategies used by the author to achieve his/her purpose, argument, or tone.

10. Take out the Student Sample Essay
Take out multiple colors of highlighters (at least 3).
Let’s begin with the introduction:
In the first color – highlight the introduction of the subject and text essentials.
In the second color – highlight the introduction of the author’s purpose, argument, or tone.
In the third color – highlight the thesis statement. How many different strategies does this student mention?

11. Using your questions to guide body paragraphs
How does Adams use the allusion to Cicero to help her advise her son?
How does Adams use _________ to help her advise her son?

12. Using your questions to guide body paragraphs
Flip the question into statement form. This will become your claim.
Give your reasoning – why do you think this?
Give your evidence – how do you know?
Explain how your reasoning as to how the evidence you’ve provided helps to support your claim.

13. Example
Abigail Adams also uses allusion to help adviser her son. She alludes to Cicero and how he “shone so distinguished” during difficult times. This provides an opportunity for her to express the likelihood that he, like Cicero, will rise to greatness and potentially lead his country out of the “calamities” he has been an “eyewitness” to. She states that “great necessities call out great virtues” and implies that he possesses the virtues to counter the difficult times. As she develops her argument, she claims that if he uses his “character of the hero and the statesman,” which she clearly believes he possesses, then one day “with the blessing of Heaven” he will “transmit [his] inheritance to the ages yet unborn.” She use the allusion to Cicero to once again flatter him. In doing so, she appeals to his emotions (and also logic), providing repetitious hints that one day he will be a great leader for this new country; therefore, helping her to advise her son that this trip is in his best interest.

14. Rhetorical Analysis Essay Practice
You have five options for individual, partner, or group work today to prepare for Wednesday’s timed writing. You may:
Review and discuss the AP scoring rubric – determine what you will be score on and what is required to score at each level.
Review the student rhetorical analysis essay on page Discuss the positive qualities of the essay and how the student structured their essay.
Review the “formula for success on the rhetorical analysis” outline I passed out on Tuesday. Review the steps, study it, and determine how it will be useful to you on Monday (no, you cannot use it on the timed writing).
Review the student essay on the Abigail Adams prompt. Determine what was done well. What wasn’t? What score do you think it received? How was it structured? What was the thesis? How was it supported? How much support? How many weak verbs?
Practice turning your questions into statements with answers and then supporting them fully so that they might be used as part of your rhetorical analysis essay – write the entire essay if you’d like with the formula for success outline – or at least discuss how you would structure it.

15. Rhetorical Analysis Essay
You’ll have 45 minutes to complete the rhetorical analysis essay. It is advised that you utilize your time something like:
5 minutes to read and annotate.
10 minutes to plan your essay
25-30 minutes to write your essay
5 minutes or whatever remaining time you have to revise and edit.

17. Homework Vocabulary Quiz #8 on Wednesday.
Prepare for your Parts of Speech Quiz on Wednesday.
Rhetorical Analysis Timed Writing on Wednesday.
Read about hypophora in the Rhetorical Device workbook on page 26.
Add hypophora to your rhetorical device log.
Complete the 2 hypophora exercises in your workbook.
Read pages in the textbook – you do NOT have to do the activity or answer any of the questions, but please make sure you’ve read it.

18. Voice Lesson Findings
Turn to those around you and share some of your sentences with peers.
Then, discuss your findings. Do most people place the most important words in their sentences at the beginning or the end of the sentence?
After discussing your findings, determine what impact it would have when people flip their sentence and the opposite of what is typical.

19. Voice lesson - Syntax Consider:
The impact of poetry is so hard and direct that for the moment there is no other sensation except that of the poem itself. What profound depths we visit then – how sudden and complete is our immersion! There is nothing here to catch hold of; nothing to stay in our fight. . . The poet is always our contemporary. Our being for the moment is centered and constricted, as in any violent shock of personal emotion
- Virginia Woolf, “How Should One Read a Book?”
Discuss:
Woolf uses a variety of sentence types in this selection. Among them is the exclamatory sentence. Identify the exclamatory sentence and explain its effect.
Classify each sentence as to a length: short, medium, or long. How is the meaning of the passage reinforced and clarified by sentence length?
Apply:
Write a declarative sentence about college entrance examinations. Then write an exclamatory sentence which amplifies or clarifies the declarative sentence. Share your sentences with the class.

20. Voice Lessons - Syntax Consider:
The seven years’ difference in our ages lay between us like a chasm: I wondered if these years would ever operate between us as a bridge James Baldwin, “Sonny’s Blues”
Discuss:
What function does the colon serve in this sentence?
How would the meaning and impact of the sentence change if the sentence read as follows:
The seven years’ difference in our ages lay between us like a chasm, and I wondered if these years would ever operate between us as a bridge.
Apply:
Write two independent clauses; join the two with a colon, giving emphasis to the independent clause which follows the colon. Use Baldwin’s sentence as a model. Share your sentence with the class.

21. Generic AP Language and Composition Rubric

22. Generic AP Language and Composition Rubric

23. Precis – French Word that means an abstract or synopsis
Precis a concise synopsis of essential points, statements, or facts
Purpose to show comprehension/understanding of the literal meaning of a text – restate the author’s main ideas or points
A Precis is not personal interpretation – personal opinion
Why? to help you understand the most essential components of a text prior to inserting your own claims

24. Rhetorical Precis Step 1
1. THE FIRST SENTENCE identifies the essay's author and title, provides the article's date in parenthesis, uses some form of the verb says (claims, asserts, suggests, argues—) followed by that, and the essay's thesis (paraphrased or quoted).
EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry argues that "...women generally do not think of their looks in the same way that men do" (4).
EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry satirizes the unnecessary ways that women obsess about their physical appearance.

25. Step 2
2. THE SECOND SENTENCE conveys the author's support for the thesis (how the author develops the essay); the trick is to convey a good sense of the breadth of the author’s support/examples, usually in chronological order.
EXAMPLE: Barry illuminates this discrepancy by juxtaposing men's perceptions of their looks ("average-looking") with women's ("not good enough"), by contrasting female role models (Barbie, Cindy Crawford) with male role models (He-Man, Buzz-Off), and by comparing men's interests (the Super Bowl, lawn care) with women's (manicures).

26. Step 3
3. THE THIRD SENTENCE analyzes the author's purpose using an in order to statement:
EXAMPLE: He exaggerates and stereotypes these differences in order to prevent women from so eagerly accepting society's expectation of them; to this end, Barry claims that men who want women to "look like Cindy Crawford" are "idiots"(10), implying that women who adhere to the Crawford standard are fools as well.

27. Step 4
4. THE FOURTH SENTENCE describes the essay's target audience and characterizes the author's relationship with that audience—or the essay's tone.
EXAMPLE: Barry seemingly addresses men in this essay because he opens and closes the essay directly addressing men (as in "If you're a man...”) and offering to give them advice in a mockingly conspiratorial fashion; however, by using humor to poke fun at both men and women’s perceptions of themselves, Barry makes his essay palatable to women as well, hoping to convince them to stop obsessively "thinking they need to look like Barbie" (8).

28. In "The Ugly Truth about Beauty" (1998), Dave Barry argues that "
In "The Ugly Truth about Beauty" (1998), Dave Barry argues that ". . . women generally do not think of their looks in the same way that men do"(4). Barry illuminates this discrepancy by juxtaposing men's perceptions of their looks ("average-looking") with women's ("not good enough“, by contrasting female role models (Barbie, Cindy Crawford) with male role models (He-Man, BuzzOff), and by comparing men's interests (the Super Bowl, lawn care) with women's (manicures). He exaggerates and stereotypes these differences in order to prevent women from so eagerly accepting society's expectation of them; in fact, Barry claims that men who want women to "look like Cindy Crawford" are "idiots" (10). Barry seemingly addresses men in this essay because he opens and closes the essay directly addressing men (as in "If you're a man...”) and offering to give them advice in a mockingly conspiratorial fashion; however, by using humor to poke fun at both men and women’s perceptions of themselves, Barry makes his essay palatable to both genders and hopes to convince women to stop obsessively "thinking they need to look like Barbie" (8).
The Result

29. Let’s Try it 1. Reread the text. 2. Complete step one on your own.
3. Defend your sentence within a small group – change as necessary.
4. Complete step two.
5. Defend your sentence to your group – revise.
6. Complete step three.
7. Defend your sentence to your group – revise.
8. Complete step four.
9. Defend your sentence to your group – revise.