1. English III—November 4, 2015
Daily Warm-up: What is your opinion high school football and the athletes who play high school football?
Homework:
Study for Lesson 13 Vocabulary Quiz on Friday
Reading Plus due Sunday at 11:59

2. Lesson 13 Vocabulary
Jeopardize: v. put (someone or something) into a situation in which there is a danger of loss, harm, or failure
Obliterate: v. destroy utterly; wipe out
Agitate: v. make (someone) troubled or nervous
Anarchy: n. a state of disorder due to absence or non recognition of authority
Capitulate: v. cease to resist an opponent or an unwelcome demand; surrender
Ridicule: v. subject (someone or something) to contemptuous and dismissive language or behavior
Informant: n. a person who gives information to another
Rancor: n. bitterness or resentfulness, especially when long-standing
Vanquish: v. defeat thoroughly
Aggression: n. hostile or violent behavior or attitudes toward another; readiness to attack or confront

3. Types of Slanters Labeling
Euphemism—a mild or indirect word or expression substituted for one considered to be too harsh or blunt when referring to something unpleasant or embarrassing, such as “letting someone go” instead of “getting fired”
Dysphemism—a derogatory or unpleasant term used instead of a pleasant or neutral one, such as “loony bin” for “mental hospital.”
Loaded language—wording that attempts to influence an audience by using appeal to emotion or stereotypes. Example: regime vs. government
Question-begging—a fallacy in which the premises include the claim that the conclusion is true or (directly or indirectly) assume that the conclusion is true.
The reason everyone wants the new "Slap Me Silly Elmo" doll is because this is the hottest toy of the season! Explanation: Everyone wanting the toy is the same thing as it being "hot," so the reason given is no reason at all—it is simply rewording the claim and trying to pass it off as support for the claim.

4. Types of Slanters
Rhetorical analogy—a comparison which links someone or something to another object that paints a picture based on emotion.
Example: "Withdrawal of U.S. troops will become like salted peanuts to the American public; the more U.S. troops come home, the more will be demanded.”—Henry Kissinger to Richard Nixon

5. Types of Slanters
Rhetorical definition—a definition that uses emotive force to get you to feel a certain way about something.
A generic definition of a grape, such as  “a green, red or purple berry growing on a vine,” makes it sound less desirable than a slanted definition, such as “a delicious, vibrant berry, sun-ripened on the vine.”

6. Types of Slanters
Rhetorical explanation—these explanations include language that intends to influence or evoke an emotional response.
Example: “That pretty girl over there looks so healthy because she eats an apple every day for lunch.”
Innuendo—a way to say something about something or someone without actually saying it outright.
Example: “It smelled fine in the room when just Pat and I were here.”

7. Types of Slanters
Downplayers—a word or phrase that is meant to reduce the importance of a topic.
Example: “That so-called expert thinks I should get a whole new wheel.”
Hyperbole—exaggerated statements or claims not meant to be taken literally.
Example: Someone told “the biggest lie in human history.”
Truth surrogates—alleging that proof for a claim exists without actually offering the proof.
Example: We have every reason to believe the new football stadium will be built in the fall.
Ridicule/sarcasm—the subjection of someone or something to contemptuous and dismissive language or behavior.
Example: “You believe that the government is on your side? Really? Ha!” 

8. SMELL—Abolish High School Football
Sender-Receiver Relationship: Who is the sender (writer) and receiver (audience) of the message, and what is their relationship? How does the sender attempt to establish his or her ethos?
Message: What is the literal summary of the content? What is the meaning/significance of this information?
Emotional Strategies: What emotional appeals (pathos) are included? What seems to be their desired effect?
Logical Strategies: What logical arguments/appeals (logos) are included? What is their effect?
Language: What specific language supports the message? What is the speaker’s voice in the text?

9. Copy five of the more slanted passages from Schroth’s essay and revise them to be less rhetorically manipulative.
Original Passage
Revised Passage
The victim feels “weird,” has splotchy vision, falls to the ground, vomits, goes into a coma, dies. If he survives, he suffers depression, he can’t concentrate, drops out, and/or develops symptoms later in life.
Victims of concussions may feel “weird” and can experience splotchy vision, as well as lack balance or coordination. Long-term effects can include depression and an inability to concentrate. Extreme cases can result in death.