1. Page 1 Warm-Up There is a set of cards on your desk. Look through the cards with your group. After reading each card, determine where the term should be placed. Familiar Somewhat Familiar Unfamiliar

2. Page 2 Introduction to Rhetoric

3. Page 3 Why study rhetoric? Rhetoric is the language of persuasion. One word changes EVERYTHING!! Words can be manipulated and used to our advantage, and writing is a series of manipulated patterns.

4. Page 4 Rhetorical Devices FOUR main rhetorical devices: –Diction: –Diction: word choice –Syntax: –Syntax: how sentences are put together –Tone: –Tone: implied attitude; how the author “says” things –Imagery: –Imagery: appeals to the five senses

5. Page 5 Our Goal The term “rhetoric” should become part of your vocabulary. You should be able to discuss rhetoric and rhetorical devices fluently in class.

6. Page 6 Diction Diction should be purposeful. One word can change everything! Think about the intended effect when deciding on appropriate word choice.

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8. Page 8 Syntax The way sentences are put together creates an intended effect. As a reader, you should notice the length of sentences. Power comes with brevity. Short sentences pack a “punch”, while long sentences provide detail.

9. Page 9 Tone The way something is “said” or implied Tone is created through the use of other rhetorical devices. Diction, syntax, and imagery help illustrate the author’s attitude toward his or her subject.

10. Page 10 Imagery Appeals to the five senses Can be in the form of figurative language

11. Page 11 Grammar and Punctuation Grammar is a set of rules that governs a language and helps people learn that language easily. Punctuation is a part of grammar. It tells us when to pause and what to emphasize when reading.

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13. Page 13 Quick Syntax Lesson Refresher: Syntax is the way that sentences are put together. Two common examples of sentence construction for effect are: Asyndeton Polysyndeton

14. Page 14 Asyndeton no coordinating conjunctions Forces the reader to read the sentence quickly My mom walked in with a list and said clean your room, pick up the laundry, feed the dogs, water the lawn, set the table. ACTION

15. Page 15 Polysyndeton Use of repeated coordinating conjunctions in place of commas Forces the reader to read more slowly so that they have to take in all of the information My mom walked in with a list and said clean your room and pick up the laundry and feed the dogs and water the lawn and set the table. PAUSE

16. Page 16 Poll Everywhere Text NATALIEHONTS982 to 37607 once to join