1. Critical Thinking
You have 45 seconds to solve the two following verbal picture puzzles. Show me both phrases before the time is expired to get your points. No talking!

2. Verbal Picture Puzzles
Determine the common saying depicted in each of these verbal picture puzzles.  a. DECI     SION b. ANOTHER     ONE

3. The Answers
a.) split decision
b.) one after another

4. Today’s Goal
I can turn my open-ended, text-dependent questions into claims that can guide my rhetorical analysis writing.
I can begin to structure a rhetorical analysis essay.

5. Quick Vocabulary Quiz #7
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.

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

7. Think Aloud – for comprehension
Pull out your Abigail Adams text.
Today, we’re going to begin by trying to improve our understanding of the text. We will do this by using the think aloud strategy and asking questions. Remember that a single word may make a big difference, so pay attention to detail.
As we help adjust understanding, we want to specific in our critique but always frame it positively. Use sentence stems to help clarify – this is actually useful because it is the way you’ll often be expected to write. Everything should be supported with evidence.
I agree with the point ____ is trying to make; however, I believe he/she missed ______.
____ claims that _____, but I disagree because _______.

8. How do I use text-based questions to formulate a clear claim?
Choose a text-dependent and open-ended question that you examined.
Let’s choose: Why does Adams use the allusion with Cicero in her letter to her son?
Begin making inferences as to what you THINK the answer could/might be.
Hunt for clues in the text. What do you have to work with?
Do you have any prior knowledge that would help you to make an inference?
What is it similar to? Is there anything you could compare it to that might help you understand it better?
Trust the text. Does your inference work with the evidence in the text?
Do a discount double-check to ensure there is nothing in the text that prevents your inference from working.
If things don’t work, revise your inference.
If things do work, draw a conclusion.

9. How do I use text-based questions to formulate a clear claim?
Consider how you answered this question.
Then, utilize the question you asked and the conclusion you’ve drawn to help develop a clear thesis statement.
Why does Adams use the allusion with Cicero in her letter to her son is adjusted to:
Abigail Adams uses an allusion to Cicero in her letter to her son to help provide specific and believable historic evidence that will strengthen her persuasiveness.
Now, I would support with evidence…

10. How do I use the clear claims to help support a broader thesis statement?
Create your thesis much like you did your clear claim, but utilize the prompt as a whole to develop your statement:
Analyze the rhetorical strategies Adams uses to advise her son.
Adams utilizes an affectionate yet stern tone, a very logical line of reasoning, and an affectionate plea to his best virtues to advise her son that going to France and learning the ins and outs of a diplomat is in his best interest.
My question about Cicero and the allusion would fall into which of these body points?

11. 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.

13. 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?

14. Rhetorical Analysis Essay Practice
You have five options for individual, partner, or group work today to prepare for Monday’s time 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. Homework Have a great weekend!
Complete the Albert Assignment – Tear Down This Wall (Ronald Reagan, 1984).
If you did not do this last time, read a successful student’s rhetorical analysis on page Do NOT answer the questions at this point.
Prepare for rhetorical analysis timed writing on Wednesday by looking over any of the five rhetorical analysis review tasks on the previous slide.
Prepare for the parts of speech quiz on Wednesday by reviewing grammar worksheets. Come get help if needed.
Complete any the Voice Lessons if needed.
Next week is the last week of the grading period – please get any missing work turned in and make sure you have completed all of the Albert exercises (4 total).
Have a great weekend!

16. 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.

17. 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.

18. Generic AP Language and Composition Rubric

19. Generic AP Language and Composition Rubric

20. 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

21. 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.

22. 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).

23. 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.

24. 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).

25. 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

26. 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.