Syntax Analysis in "The Vietnam in Me" by Tim O'Brien

Obj: I can recognize how varying sentence structures can impact a text and analyze sentences for this purpose.

1. "The Vietnam in Me"- What did you notice?
2. Sentence Types and Practice
3. Says/Does looking specifically at syntax for "The Vietnam in Me"

• a. After the slideshow and practice together, you will try analyzing syntax in your small group.
• b. You’ll each be assigned a chunk of text (para’s 2-4, 5, and 6) and complete a SAYS/DOES analysis of EACH sentence in your paragraph. 
• c. Identify the notables about the sentence and discuss/determine what the sentence does. In other words, what is the effect of the sentence?
• d. Exs: creates tone, adds details, furthers thesis, counters previous argument, juxtaposes, shifts time, recalls earlier image, creates emotion, adds humor, etc.
• e. We’ll share out at the end

HW: Time yourself (40 minutes) and write a rhetorical analysis essay that follows the prompt for "The Vietnam in Me" passage. This is a first draft writing, and will be graded using the rhetorical analysis rubric. The assignment is on our google classroom page. Due next class. 

Multiple Choice Practice Exam

Obj: I can demonstrate my comprehension of meaning and analysis of rhetorical strategies in a practice multiple choice exam.

1. Today we are taking a timed AP Lang practice exam. You will record your answers on the booklet (circling as you go along) and on the answer sheet (to be collected and scored). I encourage you to MARK THE TEXT while reading and doing the questions. The more you mark your thinking, the easier it will be to improve from this practice.
2. This is timed--exactly 1 hour.
3. Good luck!!!

H.W.: Read passage from “The Vietnam in Me” by Tim O’Brien. Annotate the passage, and be ready to discuss the rhetorical elements you see. Read the writing prompt and think about what you would say if you were writing an essay on it.  

Rhetorical Terms in The Gettysburg Address

Obj: I can analyze the rhetorical terms in the Gettysburg Address and model the tone, structure and use of devices in my own writing.

1. Opener: share intro paragraph with a partner
2. Review example rhetorical analysis essay with a class. What does the writer do with Isaacson's essay?
3. Reading #1: Rhetorical Terms
4. Reading #2: Questions for Rhetorical Purpose and Meaning
5. Multiple Choice- practice for next class!

What’s your “sacred place”? Your “hallowed ground”? Think of a place that holds great meaning for you.

HW: Create your own address for a sacred, or “hallowed,” space of your choosing. Your address must capture Lincoln’s in tone and structure and use of devices, but of course the content will be determined by the place they choose. Please label the devices you use in your speech!

Analyzing Structure

LT: I can complete a says/does analysis of a piece to analyze the arrangement of a text.

1. Review RFK’s “MLK Assassination” speech

2. Look at this menu for possible starting points for reading and writing analysis...

1. Rhetorical Situation (Speaker, Audience, Subject)
2. Appeals (ethos, pathos, logos)
3. Diction (word choice) and how that creates TONE
4. Imagery and allusions
5. Figurative Language
6. Syntax (sentence structure)--we’ll be looking more into this soon
7. Arrangement (organization)

3. Arrangement of Argument: : The Classic Model

4. Groups: structure of the text

1. Work in groups of 2 or 3
2. Complete Says/Does Analsysis

5. Read and discuss a rhetorical analysis

HW:
1. Read Sandra Day O'Conner piece and mark the 5-7 parts of classic argument
2. Read Gettysburg Speech and annotate/fill out SOAPStone

Rhetorical Appeals continued

LT: I can use SOAPSTone to analyze rhetorical appeals in visual texts and in a speech.

1. Reflection on Gladwell response piece- turn in to your google folder

• Underline the thesis of your letter (the statement that best asserts your main point). Do you think you did well accomplishing your goal of providing your own version of Gladwell’s argument AND persuading your audience? What went well? Where did you struggle?

2. Gallery Walk- Ads review
3. Background on RFK- watch speech and analyze using SOAPSTone

https://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/RFK-Speeches/Statement-on-the-Assassination-of-Martin-Luther-King.aspx Listen to his speech

http://www.slideshare.net/jmt23559/rfk-speech History of the speech

https://www.youtube.com/watch?v=GoKzCff8Zbs YouTube

HW: Read and annotate Walter Isaacson's essay on Benjamin Franklin

Rhetorical Appeals

Obj: I can recognize rhetorical appeals and explain how they work to persuade an audience.

1. Quick chat about Gladwell piece
2. SOAPStone for Mary Ewell article
3. Sample ads- ethos, pathos and logos

HW:
1) Write a letter to the editor in response to Malcolm Gladwell.

Write a letter to the editor in response to Gladwell’s claims. How will you be persuasive? How will you provide your own claims, your own details to offer your own version of his argument, to agree with his position, to change his mind, or to take what he says in a new direction? Your letter shouldn’t be too long- a page is all you will be able to persuade the editors to publish- so you need to think how to get to your point efficiently and eloquently.

2) Find a clever advertisement that is persuasive and uses appeals. It could be from a magazine, the internet, or a commercial. Be ready to discuss its use of appeals as well as its argument.

The Rhetorical Triangle

Obj: I can explain the conscious decisions I make when reading rhetorically by hypothesizing the author’s central argument and tone and finding supporting evidence to support my hypothesis.

1. Google Docs Sharing

2. Narrative Draft 1 Due: Swap papers with a partner. Make 6-8 specific comments using the scoring criteria as a guide.

3. Aristotle's Triangle/SOAPSTone analysis

4. George Bush 9/11 Speech

5. Malcolm Gladwell

HW:

• Read and annotate Malcolm Gladwell's article and answer the questions
• College Essay: Share a revised draft with me by Friday

Sample College Essay Review

Obj: I can use the scoring criteria to inform my own writing and evaluate student sample essays for narrative techniques.

1. Opening Lines/Review Scoring Criteria

https://alumni.stanford.edu/get/page/magazine/article/?article_id=31010

2. Sample Essays

1. Review scoring criteria--what makes a good college essay?
2. Each group will get 3-4 student sample essays to read
3. Read the essays silently (pass them around your group) and write down some comments about the essay on your sticky notes. Attach your sticky notes to the essay.
4. → Try to use the scoring rubric when evaluating the essay!
5. As a group, try to decide which essay was the strongest. Be ready to defend it!

3. Writing Workshop: Partner up and “read” your essay outline to your partner. Basically, you are taking them through your “plan” for what you will write--what prompt are you answering, what message are you conveying, what personality or character traits are you revealing about yourself? (And structure--beginning, middle, end)

Wrap-up: What elements of the scoring criteria are you most confident in your abilities to do well? Where do you feel like you need to spend a little extra time and effort to improve your skills?

H.W.: COMPLETED draft of your college essay--ready to turn in and have reviewed/edited by peers and me!  

HW: Have a first draft of your college essay for next class