1. AP Language and Composition
1st Grammar Unit and Voice Lessons

2. What is Rhetoric?
August 27 and 28

3. Place homework and forms on your desk, then correct the grammar.
Underline nouns once and adjectives twice:
Archeologists have documented trade between eastern Africa and the Roman Empire around the second century.
According to an ancient travel book, markets in the area sold various weapons and glass items from southern Africa.
In the eleventh and twelfth centuries, trade in ivory and god funded the construction of stone citadels.

4. Diction Lesson Read the quote and answer the questions:
“As I watched, the sun broke weakly through, brightened the rich red of the fawns, and kindled their white spots.” –E.B. White, “Twins”
What kind of flame does kindled imply? How does this verb suit the purpose of the sentence?
Would the sentence bet strengthened or weakened by changing the sun broke weakly through to the sun burst through? Explain how this change would affect the use of kindled.

5. Activity:
Think of an advertisement, speech, article, or video that had an effect on you (sadness, joy, pride, etc…). Tell us about it. Why did it affect you this way?

6. Write this DOWN!
Speaker Audience Purpose

7. Introduction to Analysis: SOAPSTone
Subject
Occasion
Audience
Purpose
Speaker
Tone

8. Background for our 1ST SOAPSTone analysis: The initial letter
The Riverside Church January 19, My dear Dr. Einstein,  We have brought up the question: Do scientists pray? in our Sunday school class. It began by asking whether we could believe in both science and religion. We are writing to scientists and other important men, to try and have our own question answered.  We will feel greatly honored if you will answer our question: Do scientists pray, and what do they pray for? We are in the sixth grade, Miss Ellis's class. Respectfully yours,  Phyllis

9. The Response: Read for SOAPSTone
Letter to Phyllis

10. SOAPSTone (Einstein’s letter)
Subject: The explicit subject is whether or not scientists pray and what they pray for. Implicitly, the subject nature is faith.
Occasion: The occasion is the receipt of Phyllis Wright’s letter.
Audience: The primary audience is Phyllis. Although, the formality hints that he knew this would be share with a wider audience. (He won the Nobel Prize in Physics in 1921).
Purpose: Straightforwardly, it is to respond to the question. On a deeper level, he seems to wish to expand her horizons to understand that science and religion are not always antagonistic.
Speaker: The speaker is a scientist nearly 60 years old responding to a girl around 12 years. (Wise speaker giving advice to the younger.)
Tone: The speaker is caring yet cautious in his speech. Examples?

11. Read the following for SOAPSTone
9/11 Speech by George W. Bush (handout)
How does your analysis compare?

12. Add to your Rhetorical triangle!
Ethos: Credibility and trustworthiness of the speaker.
Pathos: an appeal to emotion, values, desires, hopes, fears, and/or prejudices.
Logos: Reason for and logical thinking through writing.

13. Automatic Ethos. Read this speech and describe how title may alter ethos.
Audio track
PDF of the speech

14. Logos
Counterargument: an anticipation of objections or counterpoints strengthens your argument
Ex: You think we should have longer off-campus lunches. You realize someone may object; so, you state, some may say that we students will just be irresponsible and return late.
Concession: an agreement that the counterargument is logical
Refutation (refute): the denial of part or all of the counterargument.

15. Refute in Action-Where is it?
We should have longer off campus lunches so that students have healthier options, a mental health break during school hours, and the ability to make new friends with the leisure nature of free time. Some may say that we students will just be irresponsible and return late. Students sometimes take advantage of freedom. However, students who have proven to be responsible in the past will continue to be responsible in the future and should be rewarded for their efforts through all of the benefits of a longer off campus lunch.

16. Analyze this!
Logos (Handout)

17. Get in touch with your feelings!
Pathos- an appeal to emotions
Often propagandistic
More polemical (strongly critical) than persuasive

18. Pathos in Media
Dog’s Day
Print Ads
Social Awareness

19. Homework
me BY 7:00PM tomorrow night an advertisement, music video, speech, tv/movie clip, short writing which exemplifies Ethos, Logos, and/or Pathos.
Your clip/writing must be appropriate. Your must include your name, a link to the clip, and what you choose to analyze (Ethos, Logos, Pathos).
I will compile them, and you will explain it to the class on our next meeting.