Diction, Diction, Diction

While all the classes are in different spots, there does exist a commonality in our analysis: diction. How could we escape it? Every author considers how diction will impact the reader, the theme, and the purpose. While diction seems an "easy way out" of a tough rhetorical analysis, it does not have to be. Using specific, mature adjectives to describe diction, recognizing diction shifts, and selecting strong purposes makes diction just as impactful as analyzing anaphora, polysyndeton, juxtaposition, or any of those other "big kid" rhetorical strategies. 

1: 

After the vocabulary quiz covering unit 14, we resumed our group analysis of the long quote. Groups circled key words, analyzed the usage of diction, and composed a thesis statement. (As noted in class, a formula for thesis statements would connect author + mature verb + type(s) of diction + specific purpose.) We almost made it through student teaching of this assignment: our last group will instruct us on Monday. Then, we will look at 3 poems and letters by my man Keats. 

3: 

To begin class, we listened to the last 2 groups present their intros, bodies, and conclusions for the Alcott prompt. I am so impressed with your hour's creativity of hook, thoroughness of evidence and analysis, and expressive - yet somehow still minimal - conclusions. You are starting to merge from bombastic writing to precise diction! I can't wait until the next prompt to read how you are continuing to grow as writers and analysts.

Next, we copied Unit 15 vocabulary, which will commence on Monday. 

Next, we transitioned from syntax to diction studies by looking at anaphora, simile, and diction styles in "A Birthday" by Christina Rossetti. (Seriously, the perfect Mother's Day poem.) In the text, you noted uplifting, fulfilling diction shifting from the motherly similes (bird, apple tree, shell) to wealthy symbols (colors, jewels, fruits, materials, allusions). From that diction starting point, we crafted a thesis statement, constructing a formula of author + mature verb + type(s) of diction + specific purpose. To finish up the hour, we worked as a class to compose thesis statements for quotes from Marilyn Monroe and Agatha Christie. In both circumstances, I challenged you to use different verbs and different purpose words to create originality and maturity in your own diction.

We will continue with this on Monday, and then you will be teaching the class how to analyze diction in paragraph samples. 

7:

To start class, we finished the last vocab words of unit 14, which will result in a quiz on Tuesday.

Then, you returned to your Alcott team close read groups and constructed team introductions and conclusions to tie your body paragraphs together. In theory, each group read three of their paragraphs out loud for instant feedback. Since we are still in the midst of seventh hour, we may have to continue readings until Monday.