English B

Every hour approached "Theme for English B" differently, which emphasizes the multiple pathways to finding, analyzing, and writing about rhetorical devices. As with any rhetorical analysis, you first have to read the passage and understand its plot/content/ideas. While this seems like an obvious idea, oftentimes the overachieving student will skip to finding strategies and neglect to understand the passage! After reading (this may involve close reading too - steps may be combined), the determination of the purpose comes into play. The "why" is the connective tissue of the whole passage, and you want to have a specific purpose with mature diction to clarify the author's intent. Then, you select your 3 rhetorical devices. The best way to do so? Look for patterns, look for shifts, look for placement first. Then, figure out what device it is - particularly challenging yourself to use the AP terms and not general terms. The last stage, appropriately, is analyzing - with the added evidence - in paragraph form. Sounds like you have 3/5 of an essay there.

First hour finished "Theme" work while third & fifth hours are writing their final paragraphs for Tuesday's class.

For Monday, you have your diagnostic prompt on "The Roseto Mystery," which you will close read for strategies and be prepared for your mystery prompt. As noted in class, this is a bell to bell prompt, which means the prompt will be on your desk and the bell will signify the starting point.