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UNIT TITLE: Rhetorical Analysis

Students will need:

▪ photocopies of speeches

▪ list of tone words

▪ list of words to describe language

▪ link to article about Frank Luntz

▪ Winston Churchill quote & questions

▪ handout- how to write a rhetorical analysis essay

▪ notebook to keep all responses, or a new blogpage on which to add responses

Benchmarks

▪ 6.33 awareness and appreciation of literary features

▪ 2.19 writes in a mature and sophisiticated manner

▪ 6.35 understands thought and feeling in text

▪ 2.16 employs an effective use of rhetoric

Tasks

▪ write an in-class rhetorical analysis essay in a timed situation

▪ identify and memorize 5 quotes that exemplify rhetorical devices

Essential Questions

▪ What do I need to know about rhetorical analysis for the AP Language exam?

▪ Why is rhetorical analysis an important “life skill”?

ACTIVITIES FOR EACH BENCHMARK

|Benchmark |2.19 writes in a mature sophisticated manner |Poss. Points |Your grade |

|KNOWING | Students take notes on SOAPS (Speaker, occasion, Audience, Purpose, Subject) |1 | |

|UNDERSTANDING | Read/listen to/watch speech A and annotate for SOAPS |2 | |

| |Read/listen to/watch speech B and annotate for SOAPS | | |

| |Read/listen to/watch speech C and annotate for SOAPS | | |

| |Read/listen to/watch speech D and annotate for SOAPS | | |

| |Read/listen to/watch speech E and annotate for SOAPS | | |

|APPLYING | For each of the above, take the above information and assemble into a coherent |2.5 | |

| |introduction. | | |

|ANALYZING | Color-code each of the above summaries for Speaker, Occasion, Audience, Purpose, |3 | |

| |and Subject | | |

|EVALUATING | Give feedback to 3 peers on their SOAPS paragraphs |3.5 | |

|CREATING | Write an in-class rhetorical analysis essay |4 | |

|Benchmark |6.33 literary features |Poss. |Your grade|

| | |Points | |

|KNOWING | Review what DIDLS stands for(Diction, Imagery, Details, Language, Syntax) |1 | |

|UNDERSTANDING | Diction: Using a thesaurus, select an interesting word with a neutral denotation from |2 | |

| |one of the speeches. Then list each synonym and discuss the attitude implied by the | | |

| |varying words. (HW/Extra Practice: Read article about Frank Luntz. Choose a word pair | | |

| |that he has on his “do’s and don’ts” list and explain the reasons for the rule. Focus on | | |

| |TONE and the effect on the audience that is created by using one word over the other). | | |

| | | | |

| |Imagery: Using your tone list of words, evaluate the author's or speaker's tone conveyed | | |

| |in the images of the lines of poetry. Copy and paste these sentences into your blog or | | |

| |notebook, and add two tone words to describe each one. | | |

| | | | |

| |Details: Read the Winston Churchill quote and answer the questions in your blog. | | |

| | | | |

| |Language: | | |

| |Read/listen to Kennedy’s Inaugural Address. Choose five words from the list provided | | |

| |describe the language. List them in your blog or in your notebook and defend your choice | | |

| |with evidence from the text. Then find another short passage (from an online source or a | | |

| |magazine), copy it into your blog, and use five words from below to describe the | | |

| |language. | | |

| |Using any of the 6 speeches in your packet, locate an example of each rhetorical device | | |

| |(see below for list) and comment on its intended or actual effect on the audience. | | |

| | | | |

| |Syntax: After going over the SYNTAX ppt, go through one of the speeches (your choice) and| | |

| |locate 3 “anomalies.” Copy them down, then write one sentence for each commenting on the| | |

| |effect. (HW/Extra practice: complete the Charlotte’s Web activity) | | |

|APPLYING | In groups or pairs, reread the assigned speech and annotate for DIDLS; discuss the |2.5 | |

| |effects of each element on the tone | | |

|ANALYZING | Make a 3- column chart that contains: 1. the elements of DIDLS you noticed, 2. an |3 | |

| |example for each, and 3. how it affects the audience | | |

|CREATING | write a paragraph incorporating the above information |3.5 | |

|EVALUATING | Read 3 peers’ paragraphs and provide feedback for this benchmark |4 | |

|Benchmark |6.35 understands thought and feeling in text |Poss. Points|Your grade |

|KNOWING | watch video to review logos, ethos, pathos |1 | |

|UNDERSTANDING |Find an example of each (can be visual, verbal, audio) to share with class |2 | |

|APPLYING | Annotate (for L/E/P) one speech in class and 2 for hw |2.5 | |

|ANALYZING | For each speech, discuss how the annotated portions of the speech affect the audience.|3 | |

| |Write a paragraph about each speech, briefly describing the use of each appeal and its | | |

| |effect on the audience | | |

|EVALUATING | Read 3 other paragraphs and provide feedback on how well the writer comments on the |3.5 | |

| |effects of the appeals | | |

|CREATING | write an in-class rhetorical analysis essay |4 | |

|Benchmark |2.16 effectively uses rhetoric |Poss. Points |Your grade |

|KNOWING | For each speech, identify one sentence or phrase that you believe is worth memorizing|1 | |

| |(must contain or exemplify a rhetorical device/figure of speech) (=6 quotes) | | |

|UNDERSTANDING |Restate the quote in your own words |2 | |

|APPLYING |Find an image that “goes with” the quote-- it should be in a context that is entirely |2.5 | |

| |different than its original context. | | |

|ANALYZING |Identify the rhetorical device or figure of speech in each quote |3 | |

|EVALUATING | Choose five of the six quotes to memorize |3.5 | |

|CREATING | After memorizing 5 quotes, write a paragraph in which the quotes are cleverly |4 | |

| |incorporated and cited correctly | | |

Additional Information for Benchmark Activities

Diction:

Examples:

● Base word: funny

○ hilarious, facetious, joking, comic, ribald, farcical, silly, slapstick, humorous

● Base word: sad

○ morose, depressed, melancholy, blue, somber, down

● Base word: happy

○ joyous, delirious, ecstatic, high, euphoric, delighted, glad

HW: Read two articles about Frank Luntz. Write a brief response paragraph to this. Is it ethical to purposely choose words that will advance a certain agenda or create a desired public opinion about a topic?

HW2: Read each newspaper headline (NBA stories). Label the tone using words from your tone list.



Imagery: Lines of poetry:

● My mistress' eyes are nothing like the sun.

● An old, mad, blind, despised, and dying king.

● He clasps the crag with crooked hands.

● If I should die, think only this of me. That there's a corner of a foreign field that is forever England.

● If we must die, let it not be like hogs /Hunted and penned in an inglorious spot. •

● Love sets you going like a fat gold watch.

● Smiling, the boy fell dead.

● You do me wrong to take me out of the grave/ Thou art a soul in bliss/ But I am bound upon a wheel of fire/ That mine own tears do scald like molten lead.

Details:

“To those who saw him often he seemed almost like two men: one the merry monarch of the hunt and banquet and procession, the friend of children, the patron of every kind of sport: the other the cold, acute observer of the audience chamber of the Council, watching vigilantly, weighing arguments, refusing except under the stress of great events to speak his own mind.”

--(Winston Churchill, “King Henry VIII” in Churchill’s History of the English-Speaking Peoples)

1. What is Churchill’s attitude toward Henry? What specific details reveal this attitude?

2. Churchill draws attention to the contrasting sides of Henry VIII through detail. How is the impact of this sentence strengthened by the order of the details/ presentation?

3. Think of someone you know who has two strong sides to his/her personality. Using Churchill’s sentence as a model, write a sentence which captures, through details, these two sides.

Words to Describe Language: - the overall use of language, such as formal, clinical, jargon

What is the overall impression of the language the author uses? Does it reflect education? A particular profession? Intelligence? Is it plain? Ornate? Simple? Clear? Figurative? Poetic?

Like word choice, the language of a passage has control over tone.

Consider language to be the entire body of words used in a text, not simply isolated bits of diction.

For example, an invitation to a wedding might use formal language, while a biology text would use scientific and clinical language.

• When I told Dad that I had goofed the exam, he blew his top. (slang)

• I had him on the ropes in the fourth and if one of my short rights had connected, he'd have gone down for the count. (jargon)

• A close examination and correlation of the most reliable current economic indexes justifies the conclusion that the next year will witness a continuation of the present, upward market trend. (turgid, pedantic)

● academic

● colorless

● esoteric

● informal

● offensive

● provincial

● arcane

● concrete

● euphemistic

● insipid

● ordinary

● scholarly

● artificial

● connotative

● exact

● jargon

● pedantic

● sensuous

● bland

● cryptic

● figurative

● learned

● picturesque

● simple

● bombastic

● cultured

● formal

● literal

● plain

● slang

● casual

● detached

● grotesque

● moralistic

● poetic

● symbolic

● cerebral

● emotional

● homespun

● obscure

● precise

● trite

● colloquial

● erudite

● idiomatic

● obtuse

● pretentious

● vulgar

Rhetorical Devices:

Rhetorical Question           food for thought; create satire/sarcasm; pose dilemma

Euphemism                         substituting a milder or less offensive sounding word(s)

Aphorism                            universal commends, sayings, proverbs – convey major point

Repetition                           also called refrain; repeated word, sentence or phrase

Restatement                       main point said in another way

Irony                                   Either verbal or situational – good for revealing attitude

Allusion                               refers to something universally known

Paradox                               a statement that can be true and false at the same time

 

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