Strategizing

Even though our classes are no longer in the same point of rhetorical analysis study, we are all in the midst of learning vocabulary to help create mature diction in our writing and conversations, rhetorical terms that the author creates in writing, and devising analysis in paragraph form.

As to the paragraphs, we have mentioned in class that a paragraph commences with a topic sentence that clarifies the rhetorical device, the purpose of that device, and the author's name as subject. After all, that's what rhetorical analysis is about - the author! Continuing forward, you are going to set up evidence via commentary and transitional expressions and then explain its usage. Ideally, you have multiple examples of this strategy from across the text, which would show off your knowledge of the passage as a whole and not in quick bites. Additionally, you would have to explain each example of evidence, which means a more developed paragraph. Finally, you have a concluding sentence to tie everything together.

*I would also mention the additional of mature vocabulary and verbs to your writing - especially when you have time to craft a precise composition. We will have some verb work next week after you have your prompts returned; this will give you something to do that is valid and helpful while we have individual paper meetings.

Onto your hour:

1 & 4: We started off with vocab experts, which now stands at 12 words that you can add to your vernacular. Then, we played with our cards, garnering more experience with rhetorical strategies and modes of discourse (seriously, modes of discourse can translate to purpose if you make it into the infinitive verb form). Next up, you signed up for AP Lang's AP classroom - if you haven't due to absence or technological or website difficulty, please do so or ask for the join code a.s.a.p. To end the hour, we had writing time, going back to "Theme for English B," working with a partner to craft rhetorical analysis paragraphs (whether it be hypophora or enumeration or syntactical dashes) as practice or organization, content, and voice. Last but not least, you are to pick a 3rd strategy from "Theme" and compose your own paragraph to see how you do as a solo artist this time around!

3: The same as 1 & 4 to an extent with the vocab, cards, AP classroom, and "Theme for English B." However, due to the fire drill and technological "fun," we made it to the start of partner work for "Theme's" second device. Hence, you will be working with your partner to finish that rhetorical analysis paragraph during tomorrow's class.

7: After vocab experts and extensive rounds of cards, you signed up for AP classroom, received feedback for your third paragraph of "Theme for English B," and discussed the basics of rhetorical analysis to prep for our next passage, "The Story of an Hour." Bring back the passage for tomorrow - we will finish reading and then work with close reading for rhetorical strategies.